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Trends, Challenges and Opportunities for Education in the New Agenda 2030

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (28 February 2023) | Viewed by 77174

Special Issue Editors

Prof. Dr. Antonio-Manuel Rodríguez-García

E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education and Sport Sciences, University of Granada, 52005 Melilla, Spain
Interests: education; technology; higher education; learning; methodologies; social justice; social inclusion
Special Issues, Collections and Topics in MDPI journals
Prof. María-Natalia Campos-Soto

E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education Sciences, University of Granada, Granada 18011, Spain
Interests: education; special education; technology; methodologies; higher education; primary education
Prof. Dr. Juan Carlos de la Cruz-Campos

E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education and Sport Sciences, University of Granada, Melilla 52005, Spain
Interests: education; primary education; higher education; social education; non-formal education (sport); sustainable education; technology; active methodologies

Special Issue Information

Dear Colleagues,

UNESCO has recently published the objectives for working toward sustainable development over the next few years. The challenges for education, understood as a fundamental pillar for promoting greater social justice and cohesion among the population, are to ensure inclusive and equitable quality education, as well as to promote lifelong learning opportunities for all. The aims of this are to: (a) promote effective learning environments; (b) increase the number of scholarships available to developing countries; and (c) increase the supply of qualified teachers. In addition, the challenges for the next decade include achieving universal primary and secondary education; an early childhood development and universal pre-primary education; an equal access to technical/vocational and higher education; relevant skills for decent work; gender equality and inclusion; universal youth and adult literacy; and an education for sustainable development and global citizenship. These sustainable development objectives propose as an educational goal that all students acquire “the knowledge, skills, values and attitudes needed to build sustainable and peaceful societies, including through education for global citizenship and education for sustainable development”.To do this, it is essential to develop strategies that allow for changes in the education system in which sustainable aspects are considered. In this change, higher education plays a very important role in training future generations, in their values, attitudes, knowledge and, in short, in the exercise of responsible, civic citizenship committed to the objectives of sustainable development.

This Special Issue aims to address the various trends, challenges, and opportunities in the field of education in a context marked by the COVID-19 pandemic at the global level. Because of this pandemic, we have been immersed in a state of confinement that has meant that the education system has had to adapt to a new teaching–learning methodology from one day to the next—a change that has made us realize the social inequality that exists among our students, who in many cases do not have the necessary means to be able to follow classes normally.

Prof. Dr. Antonio-Manuel Rodríguez-García
Prof. María-Natalia Campos-Soto
Prof. Dr. Juan Carlos de la Cruz-Campos
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • education trends
  • education challenges
  • education opportunities
  • Agenda 2030
  • social justice
  • students’ experience
  • teachers’ experience
  • remote teaching
  • online assessments
  • technological challenges
  • quality assurance
  • graduate attributes
  • academic standards
  • inclusive education
  • quality education
  • education for sustainable development
  • education for global development
  • sustainability education
  • pedagogy of sustainability
  • sustainable goals
  • COVID-19

Published Papers (21 papers)

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17 pages, 2872 KiB  
Article
Towards the Integration of Emerging Technologies as Support for the Teaching and Learning Model in Higher Education
by Santiago Criollo-C, Jaime Govea, Washington Játiva, Jose Pierrottet, Andrea Guerrero-Arias, Ángel Jaramillo-Alcázar and Sergio Luján-Mora
Sustainability 2023, 15(7), 6055; https://0-doi-org.brum.beds.ac.uk/10.3390/su15076055 - 31 Mar 2023
Cited by 2 | Viewed by 2575
Abstract
The pandemic caused by COVID-19 impacted the entire world, but the significant challenges to be faced during this crisis opened an opportunity for organizations to evolve toward a digital transformation. Educational institutions were a concrete example of the use of technologies, which were [...] Read more.
The pandemic caused by COVID-19 impacted the entire world, but the significant challenges to be faced during this crisis opened an opportunity for organizations to evolve toward a digital transformation. Educational institutions were a concrete example of the use of technologies, which were abruptly incorporated into the teaching–learning model. Although this initiative was initially a challenge for teachers and students, it has now become a tool for new innovative teaching models, such as hybrid, online, and flexible models. The impact of technology used in education has been beneficial due to emerging technologies (virtual reality, augmented reality, games, web applications, mobile applications, etc.), which have served as tools to facilitate and motivate studying. These educational trends contribute directly to the fourth Sustainable Development Goal (SDG). This research analyzes whether the use of a web application, as a support in the educational model, can make students better understand the subjects of network infrastructure and be more efficient when configuring equipment in a data network. Therefore, this research is based on the design of an educational web application based on Python libraries, which allows the configuration of networking equipment based on the concept of network automation with the application of a graphical user interface (GUI). The web application can be deployed with communication equipment or in conjunction with the GNS3 simulator. This versatility allows this web tool to be applied to the teaching of network equipment configuration in any mode of study (classroom, online, hybrid, or flexible). The results obtained in this research are encouraging and open the way for the implementation of network automation and Python libraries for educational applications that can be important tools within the teaching and learning models of higher education. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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20 pages, 508 KiB  
Article
Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru
by Angel Deroncele-Acosta, Rosa Victoria Jiménez-Chumacero, Sofía Gamarra-Mendoza, José Gregorio Brito-Garcías, Hernán Gerardo Flores-Valdivieso, Miriam Encarnación Velázquez-Tejeda and Félix Fernando Goñi-Cruz
Sustainability 2023, 15(6), 5449; https://0-doi-org.brum.beds.ac.uk/10.3390/su15065449 - 20 Mar 2023
Cited by 1 | Viewed by 2706
Abstract
The Sustainable Development Goals are part of the formative management in multiple universities that are committed to a better and more sustainable future for all; contributing to this from the postgraduate management in education involves rethinking educational research from lines that ensure that [...] Read more.
The Sustainable Development Goals are part of the formative management in multiple universities that are committed to a better and more sustainable future for all; contributing to this from the postgraduate management in education involves rethinking educational research from lines that ensure that the research work has a real impact on the 2030 agenda. In this regard, the objective of this study was to identify and characterize specific lines of educational research for sustainable development in a private university in Lima, specifically in Postgraduate Education (Doctorate, Master’s and Second Specialty). The methodology deployed a qualitative approach, synchronizing the methods of systematization of experiences and grounded theory. A total of 186 students and 16 teachers participated, and the collection of information used three techniques: (1)—documentary review (5398 titles and other normative documents), (2)—asynchronous focus group (16 experienced teachers), and (3)—interview (202 participants). The results show four specific lines of research: (1)—Quality educational management, (2)—Teaching–learning–assessment, (3)—Educational innovation and ICT, and (4)—Training, research, and psychosocial factors in education. It concludes with a characterization of these lines based on an epistemic foundation that integrates current trends in educational research for sustainable development. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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12 pages, 710 KiB  
Article
Learner-Centered Teaching Catalyzed by Teacher Learning Communities: The Mediating Role of Teacher Self-Efficacy and Collaborative Professional Learning
by Hui-Ling Wendy Pan
Sustainability 2023, 15(6), 4850; https://0-doi-org.brum.beds.ac.uk/10.3390/su15064850 - 09 Mar 2023
Cited by 2 | Viewed by 2408
Abstract
Although there is evidence suggesting that teacher learning communities can improve instructional practices, the underlying mechanism is not well-understood. This study aimed to investigate the mediating role of self-efficacy and collaborative professional learning in the relationship between teachers’ experiences in learning communities and [...] Read more.
Although there is evidence suggesting that teacher learning communities can improve instructional practices, the underlying mechanism is not well-understood. This study aimed to investigate the mediating role of self-efficacy and collaborative professional learning in the relationship between teachers’ experiences in learning communities and learner-centered teaching practices. The study surveyed 226 teachers from 28 schools in Taiwan and used structural equation modeling to analyze the data. The findings indicate that participation in teacher learning communities did not directly predict student-centered teaching practices, but, rather, its effect on learner-centered teaching was fully mediated by teacher self-efficacy. Additionally, a mediation path was found from teacher learning communities to teacher self-efficacy to collaborative professional learning and, ultimately, to learner-centered teaching. The study highlights the importance of developing teacher self-efficacy to achieve the desired outcomes of learner-centered teaching programs. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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18 pages, 323 KiB  
Article
Cultural Capital and Its Impact on Academic Achievement: Sustainable Development of Chinese High School Students
by Hui Jin, Xu Ma and Shi Jiao
Sustainability 2022, 14(22), 14976; https://0-doi-org.brum.beds.ac.uk/10.3390/su142214976 - 12 Nov 2022
Viewed by 2940
Abstract
The Sustainable Development Goals (SDGs) cannot be realized without equal education. Based on a multiple linear regression model, this study examined the impact of family cultural capital on the academic achievement of high school students, and the variances in the impact of cultural [...] Read more.
The Sustainable Development Goals (SDGs) cannot be realized without equal education. Based on a multiple linear regression model, this study examined the impact of family cultural capital on the academic achievement of high school students, and the variances in the impact of cultural capital on students from different regions and genders. Participants, including 778 students, from two representative regions were selected for the study (393 girls and 385 boys). The results showed that cultural capital promoted high school students’ academic success in different ways. Institutionalized cultural capital and embodied cultural capital had a significant impact on students’ academic achievements, while objectified cultural capital had no significant impact. This study suggested that cultural capital had an intergenerational effect. The influence of cultural capital on students’ achievement in regions and genders was significantly different. The above findings are helpful to further understand the mechanism of the impact of cultural capital on academic achievement and are of great significance to the sustainable improvement of students’ academic growth and educational equity. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
17 pages, 898 KiB  
Article
The Educational Digital Divide for Vulnerable Students in the Pandemic: Towards the New Agenda 2030
by Helmi Norman, Nor Hafizah Adnan, Norazah Nordin, Mohamed Ally and Avgoustos Tsinakos
Sustainability 2022, 14(16), 10332; https://0-doi-org.brum.beds.ac.uk/10.3390/su141610332 - 19 Aug 2022
Cited by 9 | Viewed by 4875
Abstract
The COVID-19 pandemic has caused school closures worldwide and has disrupted nearly 1.6 billion students across the globe. This has widened existing digital gaps and has caused vulnerable students to be further digitally displaced. In efforts to mitigate this issue, various strategies have [...] Read more.
The COVID-19 pandemic has caused school closures worldwide and has disrupted nearly 1.6 billion students across the globe. This has widened existing digital gaps and has caused vulnerable students to be further digitally displaced. In efforts to mitigate this issue, various strategies have been used to cater for the educational digital divide of vulnerable students. However, there is a lack of studies investigating the relationship between access and connectivity of learning and use and exploitation of technology, particularly with regards to iPads during the pandemic. Thus, the present study investigates this scenario by examining the digital educational divide for vulnerable students in the pandemic, in terms of access and connectivity and use and exploitation. A survey was distributed to 518 vulnerable students in schools between the ages of 10 and 15 years old, and results were analyzed using partial least squares–structural equation modeling (PLS-SEM). The findings indicate that asynchronous learning is a stronger construct than synchronous learning, while creativity skills was stronger than productivity skills with regard to the use and exploitation of technology for pandemic learning of vulnerable students. This study’s findings could assist future developers and educators in the development of effective emergency teaching and learning strategies and design. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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30 pages, 3160 KiB  
Article
Internalizing Sustainability into Research Practices of Higher Education Institutions: Case of a Research University in Taiwan
by Mehtab Alam and Fu-Ren Lin
Sustainability 2022, 14(15), 9793; https://0-doi-org.brum.beds.ac.uk/10.3390/su14159793 - 08 Aug 2022
Cited by 3 | Viewed by 2266
Abstract
The research and innovation activities at higher education institutions (HEIs) are considered essential in driving forward sustainability in order to facilitate future decision-making. However, a systematic approach regarding sustainability research through administrative efforts is still lacking in HEIs worldwide. Therefore, this manuscript aimed [...] Read more.
The research and innovation activities at higher education institutions (HEIs) are considered essential in driving forward sustainability in order to facilitate future decision-making. However, a systematic approach regarding sustainability research through administrative efforts is still lacking in HEIs worldwide. Therefore, this manuscript aimed to explore contradictions embedded in the activity systems that hamper the internalization of sustainability research in HEIs. The current study conducted semi-structured interviews with faculty members at a leading research university in Taiwan. The lens of activity theory was used to explore and analyze tensions rooted in the activity systems involved in research and innovation. We found that resources to undertake sustainability-related research have not been allocated in a desirable manner. Moreover, the stakeholders are lacking agency, motivation, and perceived urgency to play their roles in supporting sustainability-related research through their practices. The propositions concluded from this study would help the involved actors to reconfigure their activity systems to make a contribution toward sustainability. This study also serves as a fundamental step towards conducting future empirical studies in contextual theory building directed at co-creating value through sustainability-related research and innovation practices. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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17 pages, 2547 KiB  
Article
A Smart Campus Framework: Challenges and Opportunities for Education Based on the Sustainable Development Goals
by Pedro Ivo Silva-da-Nóbrega, Adriana Fumi Chim-Miki and Marysol Castillo-Palacio
Sustainability 2022, 14(15), 9640; https://0-doi-org.brum.beds.ac.uk/10.3390/su14159640 - 05 Aug 2022
Cited by 16 | Viewed by 3909
Abstract
Although technology improvements boosted the digital transition of universities, which built a path for smart campuses, the smartization process is more than simply promoting digitalization. This research aims to identify the essential elements and the most significant deficiencies in the smart campus dimensions [...] Read more.
Although technology improvements boosted the digital transition of universities, which built a path for smart campuses, the smartization process is more than simply promoting digitalization. This research aims to identify the essential elements and the most significant deficiencies in the smart campus dimensions and its variables from the user’s viewpoint to offer a list of priorities for decision-makers. Through an importance-performance analysis (IPA) performed using IBP SPSS 26, we tested an integrative smart campus framework in a Brazilian university, previously validated with Latin American experts. This research confirmed that eight dimensions are important for a smart campus evaluation and provided a list of priorities for academic managers. The results indicated the main gaps among importance and performance. This research concluded that the smartization process could not rely on technology attributes only. Universities should meet the modern society’s present and emerging needs and the labor market in a sustainable, social, and technological manner. Smart campuses in developing countries may prioritize different components than developed countries, such as infrastructure. We propose that more studies should apply the framework in more universities. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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16 pages, 1882 KiB  
Article
Higher Education in the Eyes of Economic Operators
by Vlado Simeunovic, Sanja Milic and Andor Pajrok
Sustainability 2022, 14(13), 7973; https://0-doi-org.brum.beds.ac.uk/10.3390/su14137973 - 30 Jun 2022
Cited by 2 | Viewed by 1435
Abstract
This research is a reflection on new challenges in the economy called Industry 4.0, which has brought about revolutionary changes in many areas of life, including education. To fully use the potential of smart products, services and business opportunities that are expected to [...] Read more.
This research is a reflection on new challenges in the economy called Industry 4.0, which has brought about revolutionary changes in many areas of life, including education. To fully use the potential of smart products, services and business opportunities that are expected to be widely used in all sectors in the near future, education systems need to be revised to produce the skilled labour force required by this dynamic process. The ability of companies and institutions with a strong IT and technology infrastructure to reflect advanced digital technologies in innovation and production processes requires specific skills, described as 21st-century skills. Education 4.0 should be a response to these challenges with changed learning and teaching paradigms. In this context, we have organised an extensive survey on the relationship between the economy and higher education in Bosnia and Herzegovina. We have created a web questionnaire that contains desirable characteristics of new employees and a set of questions, the analysis of which was used to determine an actual connection between the economy and higher education. After the factor analysis of the questionnaire, we obtained four desirable characteristics of new employees and the assessment of employers on their representation in each individual. We also concluded that the current impact of the economy on the processes of adopting new curricula is very low. We got the impression that higher education and economic development run in parallel, often without any points of contact. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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19 pages, 3316 KiB  
Article
A Comprehensive Framework for Comparing Textbooks: Insights from the Literature and Experts
by Ronghuai Huang, Ahmed Tlili, Xiangling Zhang, Tianyue Sun, Junyu Wang, Ramesh C. Sharma, Saida Affouneh, Soheil Salha, Fahriye Altinay, Zehra Altinay, Jako Olivier, Mohamed Jemni, Yiping Wang, Jialu Zhao and Daniel Burgos
Sustainability 2022, 14(11), 6940; https://0-doi-org.brum.beds.ac.uk/10.3390/su14116940 - 06 Jun 2022
Cited by 1 | Viewed by 3858
Abstract
Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, [...] Read more.
Textbooks are essential components in the learning process. They assist in achieving educational learning outcomes and developing social and cultural values. However, limited studies provide comprehensive frameworks for comparing textbooks. Most have focused on a specific textbook perspective within a particular discipline. Therefore, this study used a triangulation method to develop a comprehensive framework for textbook comparison. Through a systematic literature review and a two-round Fuzzy Delphi method with 155 textbook experts, a textbook comparison framework with four indicators (structure, content, expectations, and language) was developed. Additionally, some of the developed framework indicators and sub-indicators could be relevant for comparing textbooks in a particular discipline. For example, the page count sub-indicator was proven to be useful for comparing humanities and social science textbooks but not natural science textbooks. The findings of this study could facilitate the process of comparing textbooks, hence promoting the understanding of knowledge design and acquisition in different contexts, such as when comparing textbooks from different countries. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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15 pages, 268 KiB  
Article
Rethinking Assessment: The Future of Examinations in Higher Education
by Kelum A. A. Gamage, Roshan G. G. R. Pradeep and Erandika K. de Silva
Sustainability 2022, 14(6), 3552; https://0-doi-org.brum.beds.ac.uk/10.3390/su14063552 - 17 Mar 2022
Cited by 4 | Viewed by 3942
Abstract
The global higher education landscape is significantly impacted as a result of the COVID-19 pandemic and the majority of the universities now follow an online or hybrid mode of delivery. This presents substantial challenges for universities, particularly to conduct examinations, as traditionally most [...] Read more.
The global higher education landscape is significantly impacted as a result of the COVID-19 pandemic and the majority of the universities now follow an online or hybrid mode of delivery. This presents substantial challenges for universities, particularly to conduct examinations, as traditionally most exams were conducted physically on campus. During the first wave of the pandemic, many universities had no option and were forced to move online in a very short period of time, causing universities also to conduct exams online without transforming pedagogy and the structure/s of closed-book exams. Inevitably, in non-proctored and unregulated examinations, this allowed room for students to collaborate and share material during online exams without being noticed by an invigilator as in the case of physical exams. Online exams, also leave room for students to find information online which made preventing plagiarism a significant challenge. This paper investigates the practices used in both closed-book and open-book exams and identifies the challenges associated with the transition to online exams. It also identifies potential ways forward for future online exams, while minimizing opportunities for students to collaborate, plagiarise and use online material. The findings of this study reveal that online examinations affect teachers and students differently: while teachers have mixed feelings about online exams, students are anxious about their grades and the technical hassle they experience in online exams. While viva has emerged as a popular form of alternative assessment, students still feel the need of returning to physical exams. None of the teachers who participated in this study discussed a psychosocial approach to education and exams in this pandemic. We conclude this study on the note that there is a need for the collaboration of social scientists, psychologists, psychosocial specialists, educationists, and humanities scholars/humanists for better educational policy and pedagogical practices during the pandemic. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
17 pages, 1533 KiB  
Article
Sustainability Learning in Education for Sustainable Development for 2030: An Observational Study Regarding Environmental Psychology and Responsible Behavior through Rural Community Travel
by Fang-Hua Chen, Chang-Ching Tsai, Pei-Yin Chung and Wei-Shuo Lo
Sustainability 2022, 14(5), 2779; https://0-doi-org.brum.beds.ac.uk/10.3390/su14052779 - 26 Feb 2022
Cited by 9 | Viewed by 3577
Abstract
This study explores how rural community travel can be an eco-innovation approach to enhance education for sustainable development (ESD) for 2030. The goal of ESD is to enable all-age learners to meet the Sustainable Development Goal 4 (SDG 4); therefore, effective education related [...] Read more.
This study explores how rural community travel can be an eco-innovation approach to enhance education for sustainable development (ESD) for 2030. The goal of ESD is to enable all-age learners to meet the Sustainable Development Goal 4 (SDG 4); therefore, effective education related to sustainability with respect to the local cultural context has become an urgent issue. Sustainability is not a specific problem, but concerns all living stakeholders, what they think, and how they work for sustainable community development. However, the intrinsic mechanism regarding the psychological process of outside responsible behavior change is still ignored. Therefore, we conducted a case study, wherein we selected a local cocoa cultural industry festival in southern Taiwan to understand the role of sustainability learning to explain this mechanism. The findings revealed that, in general, sustainability learning is a complex and reflexive process interlinked with different learners (stakeholders); it combines individual psychology and behavior, e.g., in positive psychology, learners care about the low-carbon services provided to tourists, and in negative psychology, they care more about finances. Notably, positive psychology affects responsible behavior, thus, promoting the preservation of the living environment. Additionally, we deduced that ESD can be enhanced by involving human senses and positive psychology. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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17 pages, 1258 KiB  
Article
Digital Education for Sustainable Development in Non-Formal Education in Germany and COVID-19-Induced Changes
by Florian Kohler, Alina Kuthe, Fiona Rochholz and Alexander Siegmund
Sustainability 2022, 14(4), 2114; https://0-doi-org.brum.beds.ac.uk/10.3390/su14042114 - 12 Feb 2022
Cited by 6 | Viewed by 2356
Abstract
Digital media increasingly transform daily routines as well as everyday actions and working environments, including education. Apps, games, computer programs, and social media, etc. can support and improve learning processes. The COVID-19 pandemic and the resulting restrictions of social life accelerated a shift [...] Read more.
Digital media increasingly transform daily routines as well as everyday actions and working environments, including education. Apps, games, computer programs, and social media, etc. can support and improve learning processes. The COVID-19 pandemic and the resulting restrictions of social life accelerated a shift towards the application of digital media in education as well as in distance learning. This paper answers questions about the current usage of digital media in non-formal education in Germany, especially in the context of Education for Sustainable Development (ESD). The results of a 2020 survey in Germany with 111 participants show that digital media are an integral part of non-formal education; in particular, audio and video recording and filesharing are used often. Notably, the usage of web calls and webinars has increased since the pandemic. Regarding the disadvantages of digitals formats, participants note the investment in time and effort as well as the expensive equipment needed for development. Despite being dissatisfied with existing offers, a lot of institutions have not developed their own digital education formats (yet). This indicates a possible need for further training and education of educators in non-formal ESD, enabling them to independently create digital formats. This would also contribute to the quality of digital formats, of which many were possibly developed without proper expertise. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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13 pages, 277 KiB  
Article
Linking Female College Students’ Causal Attribution Habits, Cultural Orientation, and Self-Efficacy: A Study on Cross-National Differences
by Kerstin Hamann, Ronan L. H. Wilson, Bruce M. Wilson and Maura A. E. Pilotti
Sustainability 2022, 14(3), 1561; https://0-doi-org.brum.beds.ac.uk/10.3390/su14031561 - 28 Jan 2022
Cited by 2 | Viewed by 2140
Abstract
The present research concerns the extent to which explanations for desirable or undesirable academic outcomes (grades) as well as cultural orientation could account for self-efficacy beliefs of female undergraduate students from two societies with dissimilar cultural traditions. The United States of America (U.S.) [...] Read more.
The present research concerns the extent to which explanations for desirable or undesirable academic outcomes (grades) as well as cultural orientation could account for self-efficacy beliefs of female undergraduate students from two societies with dissimilar cultural traditions. The United States of America (U.S.) was selected for its individualistic culture, whereas the Kingdom of Saudi Arabia (KSA) was chosen for its mix of traditional collectivist and individualistic values. A matched-pairs design ensured that students’ self-efficacy levels were equated between cultural groups (n = 560; 280 matched pairs). The research uncovered cultural differences in the choice of explanations and in the extent to which explanations might contribute to self-efficacy beliefs. These findings represent a blueprint for informing instructional interventions intended to effectively prepare students from different cultures for academic success. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
12 pages, 450 KiB  
Article
Executive Functions and Problematic Internet Use among University Students: The Mediator Role of Self-Esteem
by Carmen Pichardo, Miriam Romero-López, Alba Ruiz-Durán and Trinidad García-Berbén
Sustainability 2021, 13(19), 11003; https://0-doi-org.brum.beds.ac.uk/10.3390/su131911003 - 04 Oct 2021
Cited by 6 | Viewed by 2924
Abstract
Information and communication technologies are transforming our daily lives in a wide variety of ways, such as the way we work, study, and interact with others. There are clear benefits to be gained from appropriate use, but a problem arises when addictive and [...] Read more.
Information and communication technologies are transforming our daily lives in a wide variety of ways, such as the way we work, study, and interact with others. There are clear benefits to be gained from appropriate use, but a problem arises when addictive and problematic use of the Internet is experienced. In this sense, several predictive factors can be related to inappropriate or problematic Internet use. For this reason, the present study aimed to analyze whether inhibition, flexibility, emotional control (executive functions) and self-esteem directly influence all variables of problematic Internet use. Furthermore, it was examined whether executive functions, mediated by self-esteem, indirectly influence problematic Internet use. The study involved 514 university students who completed three scales, one for the assessment of problematic Internet use, one for self-esteem and one for executive functions. Mediation models showed that both executive functions and self-esteem had an influence on different problematic uses of the Internet. Specifically, it was found that flexibility and emotional control were the variables with the most direct effects, as they influenced all variables of problematic Internet use. However, when self-esteem was included as a mediator, inhibition was the variable with the most indirect effects. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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29 pages, 3188 KiB  
Article
Success or Failure of the Thai Higher Education Development—Critical Factors in the Policy Process of Quality Assurance
by Chitralada Chaiya and Mokbul Morshed Ahmad
Sustainability 2021, 13(17), 9486; https://0-doi-org.brum.beds.ac.uk/10.3390/su13179486 - 24 Aug 2021
Cited by 3 | Viewed by 6127
Abstract
Understanding the factors affecting the policy process of quality assurance is important for assessing the development of higher education. Here, we used a qualitative research approach, along with an analysis of policies and a literature review, to investigate the national policy process. The [...] Read more.
Understanding the factors affecting the policy process of quality assurance is important for assessing the development of higher education. Here, we used a qualitative research approach, along with an analysis of policies and a literature review, to investigate the national policy process. The factors of quality assurance relating to improving the quality of higher education and SDGs in Thailand since the introduction and implementation of a national policy on quality assurance between 1999 and 2019 were also analyzed. Content area experts in Thailand were directly interviewed, and the obtained data were analyzed in terms of the Act. Through the analysis, we identified three main processes affecting education quality assurance between 1999 and 2019; namely, policy formulation, policy implementation, and policy evaluation. Our findings reveal that, although the policy was defined as an act during the policy formulation process, its implementation and evaluation have been limited by critical factors, such as the achievement of graduates, university ranking, and the country’s competitiveness. We conclude that prioritizing the quality assurance policy and facilitating relevant factors are essential to improving the development of higher education in Thailand. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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12 pages, 313 KiB  
Article
Analysis of Ecological Values in Future Education Professionals in Andalusia (Spain)
by Gracia González-Gijón, Nazaret Martínez-Heredia, Francisco Javier Jiménez Ríos and Andrés Soriano Díaz
Sustainability 2021, 13(14), 7934; https://0-doi-org.brum.beds.ac.uk/10.3390/su13147934 - 15 Jul 2021
Cited by 1 | Viewed by 1680
Abstract
This study shows the hierarchy of values presented by first-year teacher training students studying at public universities in Andalusia (Spain), emphasising the analysis of ecological values in relation to the gender variable. For this purpose, we used a survey-type methodology with a quantitative [...] Read more.
This study shows the hierarchy of values presented by first-year teacher training students studying at public universities in Andalusia (Spain), emphasising the analysis of ecological values in relation to the gender variable. For this purpose, we used a survey-type methodology with a quantitative approach. Participants were selected by means of probability sampling by clusters. The sample was finally composed of 651 students, of whom 226 were men (34.7%) and 425 women (65.3%) aged between 18 and 49 (M = 20.20 and T.D. = 3.736). The results show a high valuation of non-material aspects related to affectivity, morality, the individual and ecology, followed by values related to the body and its care, the social, the material and the aesthetic, and finally, values related to the intellectual, the political and the religious. The results show the influence of gender in the identification of ecological values and the variables that make them up, where women have higher averages in most of the items. We can therefore conclude that the gender variable influences the choice of ecological values presented by university students. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
14 pages, 1780 KiB  
Article
Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups
by Tarquino Sánchez-Almeida, David Naranjo, Raquel Gilar-Corbi and Jessica Reina
Sustainability 2021, 13(14), 7673; https://0-doi-org.brum.beds.ac.uk/10.3390/su13147673 - 09 Jul 2021
Viewed by 2046
Abstract
In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. [...] Read more.
In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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16 pages, 640 KiB  
Article
Empirical Study on the Factors Affecting User Switching Behavior of Online Learning Platform Based on Push-Pull-Mooring Theory
by Heng Xu, Jingru Wang, Zhaodan Tai and Hao-Chiangkoong Lin
Sustainability 2021, 13(13), 7087; https://0-doi-org.brum.beds.ac.uk/10.3390/su13137087 - 24 Jun 2021
Cited by 10 | Viewed by 5163
Abstract
Online learning is gaining popularity, but users can easily find alternatives and switch between learning platforms. Reducing users switching behavior is a critical condition for the sustainable development of an online learning platform; therefore, it is necessary to investigate the influence factors of [...] Read more.
Online learning is gaining popularity, but users can easily find alternatives and switch between learning platforms. Reducing users switching behavior is a critical condition for the sustainable development of an online learning platform; therefore, it is necessary to investigate the influence factors of users switching behavior between different platforms to retain users and enhance the competitiveness of enterprises. Push-Pull-Mooring (PPM) theory is adopted to construct a structural equation model of customer switching behavior on online learning platforms and to explore the mechanism of user switching behavior between learning platforms. The model is tested with data collected from 313 online learning users. The results show that information overload and dissatisfaction, as push factors, significantly affect user switching behavior. Functional value and network externality as pull factors positively affect user switching behavior, switching cost, and affective commitment as mooring factors negatively correlate with switching behavior. Further, this study also revealed that there are obvious different influencing factors for different online learning platforms. Overall, this study provides some practical strategies for the online learning platform and can help them to gain a competitive advantage. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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10 pages, 213 KiB  
Article
Effects of Learning Attitudes and COVID-19 Risk Perception on Poor Academic Performance among Middle School Students
by Jaewon Lee, Hyejung Lim, Jennifer Allen and Gyuhyun Choi
Sustainability 2021, 13(10), 5541; https://0-doi-org.brum.beds.ac.uk/10.3390/su13105541 - 16 May 2021
Cited by 12 | Viewed by 7785
Abstract
The purpose of this study is to examine the effects of middle school students’ learning attitudes and risk perception toward COVID-19 on their poor academic performance since the COVID-19 pandemic began. This study limited the sample to middle school students who responded that [...] Read more.
The purpose of this study is to examine the effects of middle school students’ learning attitudes and risk perception toward COVID-19 on their poor academic performance since the COVID-19 pandemic began. This study limited the sample to middle school students who responded that their academic performance was an A or B grade during the last academic year in 2019. For this study, 268 respondents were selected and logistic regression was employed. Self-motivated studying time and positive attitudes toward online learning predicted consistent academic performance since the COVID-19 pandemic began. Middle school students’ preference toward an in-person classroom format was related to poor academic performance since the COVID-19 pandemic began. A risk perception toward COVID-19 was related to poor academic performance since the COVID-19 pandemic began. It is imperative to provide educational programs which help students develop self-motivated studying habits to maintain their academic performance during COVID-19. Policymakers in schools should consider providing in-person options for students who are more academically successful in such an environment. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)

Review

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17 pages, 452 KiB  
Review
Blended Learning Strategies for Sustainable English as a Second Language Education: A Systematic Review
by Sangeeth Ramalingam, Melor Md Yunus and Harwati Hashim
Sustainability 2022, 14(13), 8051; https://0-doi-org.brum.beds.ac.uk/10.3390/su14138051 - 01 Jul 2022
Cited by 18 | Viewed by 4880
Abstract
Blended learning in English as a Second Language (ESL) has become a growing trend in sustaining education at higher learning institutions. The impact of the Industrial Revolution 4.0 on education has made the integration of technology vital in the teaching and learning dyad. [...] Read more.
Blended learning in English as a Second Language (ESL) has become a growing trend in sustaining education at higher learning institutions. The impact of the Industrial Revolution 4.0 on education has made the integration of technology vital in the teaching and learning dyad. The COVID-19 pandemic has placed even more emphasis on the incorporation of technology in ESL pedagogy. Nevertheless, the reviews on blended learning in ESL are inadequate despite its great significance in sustaining education. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) were adopted for reviewing current studies, and two core journal databases, namely Scopus and Web of Science, with two supporting databases (Science Direct and Mendeley) were utilized. A total of 32 articles were identified through a systematic search of “blended learning” OR “blended education” OR “blended courses” OR “integrated learning” AND “strategies” OR “techniques” OR “applications” OR “methods” AND “ESL” OR “English as a Second Language.” Four main themes emerged from this review, namely collaborative-based learning, learning management systems, social media applications, and technology-based learning. Finally, several recommendations were presented at the end of this research that should be the focus of future studies. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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Other

Jump to: Research, Review

13 pages, 957 KiB  
Systematic Review
Factors Influencing Parents’ Awareness of Children’ Education Investment: A Systematic Review
by Andy Prasetyo Wati and Sheerad Sahid
Sustainability 2022, 14(14), 8326; https://0-doi-org.brum.beds.ac.uk/10.3390/su14148326 - 07 Jul 2022
Cited by 1 | Viewed by 2941
Abstract
Parents’ awareness of the importance of education greatly influences decision-making on educational extensions for children. Because more and more parents are aware of the importance of education in supporting the survival of children in the future, parents will be more aware of expanding [...] Read more.
Parents’ awareness of the importance of education greatly influences decision-making on educational extensions for children. Because more and more parents are aware of the importance of education in supporting the survival of children in the future, parents will be more aware of expanding education to a higher level for the benefit of the children, the environment, and the future. The objective of this study is to identify the factors that influence parents’ awareness in investment decision-making for children’s education. To address this issue, we use Cooper’s approach combined with the prism method, which offers a methodological framework and reporting procedure for the current review. Six main factors have emerged to answer the objective of this study, namely out-of-pocket expenses, forgone earnings, returns on investment, educational design, educational process, quality of education, and competitiveness. These findings show that decision-making for education transfers is not only seen from the side of government policy but also from the family side, illustrating the need for continuous synergy between the government policy and parents’ awareness of it, so that the improvement of superior human resources through education continues optimally. Full article
(This article belongs to the Special Issue Trends, Challenges and Opportunities for Education in the New Agenda 2030)
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