Intercultural Education and Promotion of Sustainability, as an Improvement in Educational Quality, with a Focus on Technological Advancement

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: closed (30 September 2022) | Viewed by 9715

Special Issue Editors


E-Mail Website
Guest Editor
Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain
Interests: religion; education & educational research; sociology; psychology
Special Issues, Collections and Topics in MDPI journals

E-Mail Website
Guest Editor
Department of Sociology, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain
Interests: sociology of education; education of sustainability; educational quality; educational orientation; smart city
Special Issues, Collections and Topics in MDPI journals

E-Mail Website
Guest Editor
Department of Research Methods and Diagnosis in Education, Faculty of Education and Sport Science, University of Granada, 52005 Melilla, Spain
Interests: education of sustainability; engagement work; occupational health; organizational environments; skills for employment; values; economic; multilevel analysis; sustainable economic development; economic development network; smart city
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In our increasingly globalized society, intercultural and traditional activities are becoming more and more intertwined on a daily basis. In today’s Western society, which has recently undergone major changes, the widespread use of information and communication technology and its increased use among adolescents has led to a considerable increase in different uses, both correct and incorrect, within the information society.

The promotion of the use of technology as an ally in education has proliferated in recent decades and has been widely implemented in the last year, generated in part by the coronavirus disease SARS-CoV-2 (COVID-19) (UNESCO COVID-19). The literature shows that a large part of the population is not educated in current issues related to sustainable development, and that this is essential (Gutiérrez, Calvo and Benayas, 2006) for the development of citizens and professionals who are scientifically competent to deal with environmental threats to sustainability.

Quality, today, is generally considered a somewhat hollow term that requires a definition which is consistent with other concepts such as continuous improvement, excellence in performance, and user satisfaction, among others (Casanova, 2012), the latter being specifically one of the quality indicators to which society of the 21st century is committed in different fields (Caballero, 2001), as well as curricular sustainability, in order to address social, cultural, economic, and environmental problems from a sustainable approach, in all aspects of education and learning (UNESCO, 2016). That is why a broad knowledge of the world in which we develop, focused on intercultural education and promoting sustainability as an improvement in educational quality, with a focus on technological progress, is currently the axis of development of the future citizenship that will shape our society.

You may choose our Joint Special Issue in Sustainability.

Dr. María del Carmen Olmos-Gómez
Dr. Mónica Luque Suárez
Dr. Jesús Manuel Cuevas Rincón
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. European Journal of Investigation in Health, Psychology and Education 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 1400 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

  • intercultural education
  • sustainability
  • educational quality
  • technological advancement
  • smart education
  • ITC
  • smart city
  • COVID-19

Related Special Issue

Published Papers (2 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

22 pages, 1912 KiB  
Article
Exploring Factors Affecting Graduate Students’ Satisfaction toward E-Learning in the Era of the COVID-19 Crisis
by Lubna Ali Mohammed, Musheer A. Aljaberi, Asra Amidi, Rasheed Abdulsalam, Chung-Ying Lin, Rukman Awang Hamat and Atiyeh M. Abdallah
Eur. J. Investig. Health Psychol. Educ. 2022, 12(8), 1121-1142; https://doi.org/10.3390/ejihpe12080079 - 15 Aug 2022
Cited by 30 | Viewed by 4772
Abstract
Background: Shifting the educational system from a traditional to an online context during COVID-19 necessitated several considerations to assure students’ satisfaction with e-learning. Aim: This study aims to explore the factors influencing students’ satisfaction with e-learning during the COVID-19 crisis. In particular, it [...] Read more.
Background: Shifting the educational system from a traditional to an online context during COVID-19 necessitated several considerations to assure students’ satisfaction with e-learning. Aim: This study aims to explore the factors influencing students’ satisfaction with e-learning during the COVID-19 crisis. In particular, it tests multiple mediations, student factors, and system quality between students’ satisfaction and each course evaluation and instructor’s performance. Methodology: In this cross-sectional study, 258 undergraduate and postgraduate students enrolled in online courses at multiple Malaysian universities were recruited using non-probabilistic purposive sampling. Data were collected using a questionnaire that assessed four factors that influenced students’ satisfaction with e-learning during the COVID-19 crisis (i.e., instructor performance, course evaluation, student factors, and system quality) and analyzed using the partial least squares route structural equation modelling (PLS-SEM). Results: The results indicated that the four factors were significantly associated with students’ satisfaction with e-learning during COVID-19. Student factors and system quality were the most factors predicting students’ satisfaction with e-learning. Findings indicate statistically significant relationships between the instructor’s performance, student factors, course evaluation, and system quality on students’ satisfaction. Furthermore, the results depict that both course evaluation and system quality serially mediate the relationship between instructors’ performance and students’ satisfaction. Conclusion: This study finds that improving and enhancing student factors and system quality is critical for students’ satisfaction with e-learning. Furthermore, e-learning platforms should contain new advances of computer-mediated technologies that enable collaboration, which is a critical factor in the success of e-learning systems. Full article
Show Figures

Figure 1

11 pages, 312 KiB  
Article
Quality in Higher Education and Satisfaction among Professors and Students
by María del Carmen Olmos-Gómez, Mónica Luque-Suárez, Concetta Ferrara and Jesús Manuel Cuevas-Rincón
Eur. J. Investig. Health Psychol. Educ. 2021, 11(1), 219-229; https://doi.org/10.3390/ejihpe11010017 - 21 Feb 2021
Cited by 5 | Viewed by 3763
Abstract
The aim of this study was to analyze the significant differences in satisfaction with educational quality in higher education in Italy (Naples) among students and professors. The sample consisted of 501 higher education students and 121 professors, resulting in a total sample size [...] Read more.
The aim of this study was to analyze the significant differences in satisfaction with educational quality in higher education in Italy (Naples) among students and professors. The sample consisted of 501 higher education students and 121 professors, resulting in a total sample size of 622 subjects. Once the quality parameters of the instrument were determined, reliability was confirmed, and data collection was initiated. In order to analyze the results, a test of independent means (Student’s t-test) was performed, interrelating the variables of educational quality, concerning both management and satisfaction with higher education. Based on the results, we concluded that there are significant differences between the group of students and the group of professors, highlighting a higher level of satisfaction with quality reported by students regarding the coordination of teachers and staff in the educational process; therefore, the inclusion of students in the direct management of the center should be more active and an indicator to be taken into account in self-evaluation. Despite the limitations in the sample at the regional level, it offers many possibilities for future research. Full article
Back to TopTop