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Education Sciences
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Educational Research in the Era of 2030 Agenda for Sustainable...
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Educational Research in the Era of 2030 Agenda for Sustainable Development

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (15 May 2023) | Viewed by 9495

Special Issue Editors

Dr. Athanasios Mogias

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Guest Editor
Laboratory of Environmental Research and Education, Department of Elementary Education, Democritus University of Thrace, 68100 Alexandroupolis, Greece
Interests: environmental education; education for sustainable development; ocean literacy
Special Issues, Collections and Topics in MDPI journals
Dr. George Malandrakis

E-Mail Website
Guest Editor
Department of Primary Education, Aristotle University of Thessaloniki, 54636 Thessaloniki, Greece
Interests: environemental education; education for sustainable development; footprints education; educational research
Special Issues, Collections and Topics in MDPI journals
Dr. Panayota Koulouri

E-Mail Website
Guest Editor
Institute of Marine Biology, Biotechnoogy & Aquaculture, Hellenic Centre for Marine Research, 71500 Heraklion, Greece
Interests: marine biodiversity; benthic ecology; integrated coastal zone management; ocean literacy
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Our modern communities are constantly facing enormous environmental and socio-economic challenges. Unfortunately, the initiation of Environmental Education in the late 1960s and early 1970s in both formal and non-formal education settings, and its evolvement ever since, did not prove to be the most successful tool towards the improvement of our relationship with nature. This is mainly due to a potentially improper introduction of Environmental Education/Education for Sustainable Development novice characteristics worldwide. Although it placed Environmental Education/Education for Sustainable Development in new and promising tracks, the update of Environmental Education in the early 1990s and its transition to Education for Sustainable Development in order to meet contemporary societal needs, as well as the implementation of the United Nations Decade of Education for Sustainable Development (2005–2014), proved to achieve less than initially expected.

Having in mind all the above, in 2015 the United Nations member states approved a promising action plan to promote sustainability until the year 2030, known as the 2030 Agenda for Sustainable Development. This framework integrates 17 Sustainable Development Goals, aiming to cover all aspects of sustainability through several targets, identified as objectives to be accomplished by the end of the 3rd decade of the 21st century.

Therefore, the main purpose of this Special Issue is to portray best practices of current educational research, contributing to the achievement of the 17 Sustainable Development Goals. Such research could emanate from all levels (primary, secondary, and tertiary) and types of education (formal and non-formal), engaging students, teachers, and citizens.

You may choose our Joint Special Issue in Sustainability.

Prof. Dr. Athanasios Mogias
Prof. Dr. George Malandrakis
Dr. Panayota Koulouri
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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly 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 1800 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

  • environmental education
  • education for sustainable development
  • environmental literacies
  • Agenda 2030 Sustainable Development Goals
  • elementary education
  • secondary education
  • tertiary education
  • students
  • teachers
  • citizens

Related Special Issue

Published Papers (3 papers)

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Research

34 pages, 3864 KiB  
Article
Training in Mathematics Education from a Sustainability Perspective: A Case Study of University Teachers’ Views
by Francisco Manuel Moreno-Pino, Rocío Jiménez-Fontana, José María Cardeñoso Domingo and Pilar Azcárate Goded
Educ. Sci. 2022, 12(3), 199; https://doi.org/10.3390/educsci12030199 - 11 Mar 2022
Cited by 9 | Viewed by 2753
Abstract
Humankind is faced with major global challenges to ensure the future of our planet. Target 4.7 of Sustainable Development Goal 4 (quality education) of the 2030 Agenda establishes the importance of ensuring that all learners acquire the theoretical and practical knowledge needed to [...] Read more.
Humankind is faced with major global challenges to ensure the future of our planet. Target 4.7 of Sustainable Development Goal 4 (quality education) of the 2030 Agenda establishes the importance of ensuring that all learners acquire the theoretical and practical knowledge needed to promote sustainable development through education for sustainable development, human rights, gender equality, and global citizenship, amongst others. The research presented in this article is based on an exploratory study on the views of a group of university teachers from the area of Didactics of Mathematics in the Faculty of Education Sciences at Universidad de Cádiz with regard to Education for Sustainability and its integration in the field of training future teachers in mathematics education. It aims to analyse the perceptions teachers have regarding the subject of study, the work methodologies they use, etc. in greater depth. The authors of the research later interviewed three teachers in the area of Didactics of Mathematics who teach in different education degrees: bachelor’s degree in early childhood education, bachelor’s degree in primary education, and master’s degree in teacher training for compulsory secondary education and baccalaureate. Three instruments were used to collect data: the syllabi of the subjects for which the teachers were responsible, an initial exploratory questionnaire, and a semi-structured personal interview. The instrument employed to analyse the information was the Tool for Methodological Analysis through Sustainability (Herramienta de Análisis Metodológico desde la Sostenibilidad, HAMS in Spanish). The results show the different views and positions the university teachers in the area of Didactics of Mathematics at Universidad de Cádiz have with respect to integrating sustainability into future teachers’ training in mathematics education. It is concluded that the effective integration of sustainability into mathematics education requires university teachers to change and to work together from the same perspective—the one they intend to promote. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)
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12 pages, 1038 KiB  
Article
Sustainability Awareness of In-Service Physical Education Teachers
by Salvador Baena-Morales, Alberto Ferriz-Valero, Javier Campillo-Sánchez and Sixto González-Víllora
Educ. Sci. 2021, 11(12), 798; https://doi.org/10.3390/educsci11120798 - 07 Dec 2021
Cited by 16 | Viewed by 3825
Abstract
Physical Education has been described as a subject with unique characteristics that can contribute to achieving Sustainable Development Goals. However, an analysis of PE teachers’ (PETs) sustainability consciousness has not yet been conducted. For this purpose, a total of 203 PETs completed the [...] Read more.
Physical Education has been described as a subject with unique characteristics that can contribute to achieving Sustainable Development Goals. However, an analysis of PE teachers’ (PETs) sustainability consciousness has not yet been conducted. For this purpose, a total of 203 PETs completed the validated SCQ-S instrument to measure the three dimensions of sustainable development in three components of consciousness (attitudes, knowledge and behaviours). The results obtained show that the PETs have a high consciousness for sustainable development (SD), except for attitudes within the economic dimension. Sex has been identified as a variable that determines awareness in sustainability with significantly higher scores for women in all the variables evaluated, except for knowledge and behaviour in the social dimension. These findings provide new knowledge within the Physical Education and SD paradigm, serving as a link for future research that aims to harness the benefits of Physical Education for the sustainability of the planet. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)
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17 pages, 3382 KiB  
Article
Local Renewable Energy Development: School Teachers’ Perceptions, Attitudes and Teaching Intentions
by Georgia Liarakou, Alina Konstantinidi and Costas Gavrilakis
Educ. Sci. 2021, 11(10), 589; https://doi.org/10.3390/educsci11100589 - 27 Sep 2021
Viewed by 1609
Abstract
This study investigated factors that might influence teachers’ intention to choose Renewable Energy Sources as an optional module. The research involved 454 Greek teachers working in the archipelagos of the southern Aegean region in Greece, an area with significant potential for the development [...] Read more.
This study investigated factors that might influence teachers’ intention to choose Renewable Energy Sources as an optional module. The research involved 454 Greek teachers working in the archipelagos of the southern Aegean region in Greece, an area with significant potential for the development of Renewable Energy Sources (RES). This potential however remains largely unexploited partly due to local community reluctance towards RES development in the area. Although renewable energy education is considered to be necessary for further RES development, RES are not among teachers’ first choice as an environmental module. We found that, despite teachers demonstrating highly positive attitudes towards RES, they consider local communities to be rather non-supportive of local RES development. A relationship between teachers’ moderate intention to teach RES and teachers’ perceptions of locals as non-supportive towards RES was found. We also found that local teachers feel more competent to teach about RES than non-local teachers. The latter are more motivated to comply with social pressure than locals. These findings emphasize the need for renewable energy education policy makers to take into account local communities’ role in influencing the teaching of RES and to provide teachers with the appropriate skills in order to competently handle potential oppositions. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development)
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