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Special Issue "Sustainability in Education: Challenges and the Way Forward"

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

Deadline for manuscript submissions: closed (30 April 2023) | Viewed by 4320

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Special Issue Editors

Dr. Aviral Kumar Tiwari

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Guest Editor

Indian Institute of Management Bodh Gaya, Bihar 824234, India
Interests: sustainability; SDGs; resource economics; environment and energy economics
Special Issues, Collections and Topics in MDPI journals

Dr. Teena Bharti

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Guest Editor

Indian Institute of Management Bodh Gaya, Bihar 824234, India
Interests: sustainability; personality; mindfulness; positive organisation behaviour; career correlates

Dr. Nidhi Mishra

E-Mail Website
Guest Editor

Indian Institute of Management Bodh Gaya, Bihar 824234, India
Interests: sustainability; forgiveness; mindfulness; resilience; personality, positive organisation behaviour

Special Issue Information

Dear Colleagues,

This Special Issue will focus on the need for sustainability in education, seeking methods of achieving holistic development by addressing the needs of future learners. Education provides competences, knowledge, values, and attitudes essential to ethical global development. The final report of the UN Decade of Education for Sustainable Development, titled "Shaping the Future We Want" [UN 2012], explicitly emphasizes the need for rigorous work in regard to developing education [2].

Sustainability in education incorporates cognitive, emotional, behavioural, and social, dimensions of pedagogy and learning environments, and development of course curriculum, co-curricular and extra-curricular activities that promote sustainability in a holistic and transformative way. This is aligned with Goal#4, Goal#10, and Goal#12 of the sustainable development goals (SDGs) 2030, which aim to ensure lifelong learning and development [3].

This Special Issue welcomes all types of research on themes including (but not limited to) the following:

Personality and sustainability;
Pedagogy;
Digitisation and education;
sustainability for future learners;
HEIs and sustainable development;
Lifelong learning and quality education;
Reduce, reuse, and recycle in academia.

References

1. Bonnett, M. (2002). Education for sustainability as a frame of mind. Environmental education research, 8(1), 9-20.

2. UN (2012). The future we want. Outcome document of the United Nations conference on sustainable development. UN https://sustainabledevelopment.un.org/content/documents/733FutureWeWant.pdf (accessed on 6 July 2022).

3. https://sdgs.un.org/2030agenda (accessed on 2 July 2022).

Dr. Aviral Kumar Tiwari
Dr. Teena Bharti
Dr. Nidhi Mishra
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 2200 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

efficacy and education in HEIs
inclusivity, learning and development
pedagogy and quality education
personality and sustainability
ICT and quality education

Published Papers (6 papers)

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Research

Open AccessArticle

Research Status and Challenges on the Sustainable Development of Artificial Intelligence Courses from a Global Perspective

and

Sustainability 2023, 15(12), 9335; https://doi.org/10.3390/su15129335 (registering DOI) - 09 Jun 2023

Abstract

The widespread application of artificial intelligence technology in various fields has made the sustainable development of artificial intelligence courses an important direction in the field of artificial intelligence education and teaching. Therefore, it is particularly important to conduct an in-depth analysis of the current research status of “artificial intelligence courses” from a global perspective. Firstly, this article clarifies the three stages of slow development, rapid development, and mature development of artificial intelligence curriculum research through the number and distribution years of the literature. It also conducts a co-authorship analysis on the distribution of countries, institutions, and authors of artificial intelligence curriculum research and identifies countries, institutions, and core authors that have made greater contributions to artificial intelligence curriculum research. Secondly, due to the involvement of artificial intelligence in many different fields of knowledge, an analysis is conducted on the journals that published papers on artificial intelligence courses. Finally, based on the analysis of keyword density and time span, the current research hotspots of artificial intelligence courses are summarized: artificial intelligence technology empowerment courses, two education directions at different stages of artificial intelligence courses, and teaching forms in the field of artificial intelligence courses. The current research trend of artificial intelligence courses is analyzed from three aspects: teaching format, teaching content, and teaching objects. This article provides a theoretical reference value and practical basis for future research and development in the field of artificial intelligence courses, while also providing experience for the efficient and sustainable development of artificial intelligence courses to a certain extent. Full article

(This article belongs to the Special Issue Sustainability in Education: Challenges and the Way Forward)

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Open AccessArticle

Teaching Sustainable Employability: Examining the Factor Structure of the Perception of Career Development Inventory for Chinese College Students

Yi Qu

Sustainability 2023, 15(11), 9049; https://doi.org/10.3390/su15119049 - 03 Jun 2023

Viewed by 248

Abstract

The universalization of higher education and the uncertainty of the labor market in China has rendered the career development of college students increasingly important. However, previous constructs of career development and their measurements were mainly developed for psychological interventions based on Western culture, rather than educational practices in China. To investigate the career development of Chinese college students, this study examined a four-factor model of the Perception of Career Development Inventory for Chinese College Students. The four factors are self-seeking, competence enhancements, context exploration, and role matching. The present study confirmed the four-factor structure and provided evidence of satisfactory psychometric properties using a sample of Chinese college students (N = 739). Further validation and the investigation of educational effects need to be extended. Full article

(This article belongs to the Special Issue Sustainability in Education: Challenges and the Way Forward)

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Open AccessArticle

Physical Activity Programs in Shanxi Province Schools in China: Effects of In-School and After-School Delivery on Students’ Motivational and Social Outcomes

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Sustainability 2023, 15(10), 8080; https://doi.org/10.3390/su15108080 - 16 May 2023

Viewed by 378

Abstract

Effective physical activity (PA) programs may enhance students’ awareness, competence, and motivation to participate in PA in the future for their health and mental well-being. The most effective way to accomplish this is through in-school and after-school activities. However, certain obstacles (traditional ways) may prevent some students from gaining these benefits. By eliminating these and other barriers, transforming after-school PA programs into in-school PA programs can enhance access to PA services. Despite this, the change in learning context from after-school to in-school may affect student engagement and program effectiveness by altering the interaction between students and teachers. Self-determination theory was employed to explain how the learning context affects motivation and social outcomes in PA programs for primary school students. The study involved 513 students from 12 different schools in Shanxi Province, China, in 2022. They represented 46.24% girls and 53.76% boys, ranging in age from 9 to 12. Teachers conducted PA programs to motivate students to participate in healthy activities. Assessment of student–teacher interactions, psychological needs satisfaction, and motivation was conducted among PA students through questionnaires. Relationships between students and teachers were incorporated into a structural equation model as direct and mediated determinants of motivation for attendance PA programs. There is agreement between the results and the hypothesized model, which predicts higher levels of psychological need satisfaction and higher levels of intrinsic motivation. In addition, the learning context only negatively affects less-self-determined motivations. Results confirm that positive perceptions of teachers by students play a significant role in promoting incentives for PA program participation in more self-determined manners. Furthermore, innovative strategies to reduce the detrimental effects of long-standing institutional structures and procedures should be considered and incorporated into in-school programs that motivate students to participate in these programs. Full article

(This article belongs to the Special Issue Sustainability in Education: Challenges and the Way Forward)

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Open AccessArticle

Developing Adaptive Curriculum for Slum Upgrade Projects: The Fourth Year Undergraduate Program Experience

Ehsan Daneshyar

and

Shahin Keynoush

Sustainability 2023, 15(6), 4877; https://doi.org/10.3390/su15064877 - 09 Mar 2023

Viewed by 756

Abstract

Slum formation is a visible outcome of population growth, rapid urbanization, economic and political policy. Currently, there are approximately one billion slum dwellers, representing approximately thirty percent of the global population. As evident, slums as a critical issue will remain in the upcoming decades. The discipline of architecture should consider the issue of a slum in its curriculum, especially within the design studios. This research attempts to integrate the slum topic within the fourth year undergraduate architecture curriculum and develop a pedagogical framework concerning architectural design projects that focuses on slum topic. The Graduation Research & Preparation (ARC 403) course and Graduation Project (ARC 402) course are modified in order to be responsive to the slum topic. The novelty of the framework can be categorized as follows: the proposed framework is context specific. It is based on an interdisciplinary approach to architecture and ethnography. It utilizes ethnographic tools for collecting data during fieldwork. It values research throughout the design process. A research-based approach prepares young architects for future complex challenges. It requires the young architects to utilize research and build an inventory of collected data, which can guide them during the design process as a reference point. It attempts to increase the awareness of the young architect regarding the discourse on social sustainability. It values social equity, quality of life, and well-being as core indicators of social sustainability and tries to integrate the indicators within the curriculum. The aforementioned indicators can guide young architects to reach strategic decisions to achieve sustainable design solutions. Full article

(This article belongs to the Special Issue Sustainability in Education: Challenges and the Way Forward)

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Open AccessArticle

Factors Affecting the Benefits for Households Participating in Tourism Activities in Phong Dien Tourist Village, Vietnam

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Sustainability 2022, 14(24), 16498; https://doi.org/10.3390/su142416498 - 09 Dec 2022

Viewed by 829

Abstract

Tourism is recognized as one of the world’s most significant cultural and economic forces and an essential strategy for enhancing local communities. The Phong Dien tourist village, for example, has experienced tremendous development in serving tourism activities for domestic and international tourists. However, despite the rapid growth in this industry, their benefits also have been affected. Therefore, a study on the Phong Dien tourist village, Vietnam, was conducted to explore and identify factors that affected the usefulness of households that participated in tourism activities. A household survey based on stratified random sampling was conducted in Phong Dien, and 125 questionnaires were completed. An exploratory factor analysis (EFA) and linear regression analysis were carried out to identify the factors that influenced the advantages of households engaging in tourism-related activities in the Phong Dien tourist village. Findings from the data analysis identified three factors that represented 66.5% of the explained variance extracted from 23 variables: (1) natural environment, (2) government support, (3) social environment, and (4) household participation. Finally, we suggest some solutions to enhance the households’ benefits. Full article

(This article belongs to the Special Issue Sustainability in Education: Challenges and the Way Forward)

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Open AccessArticle

Family Environment and Rural Child Development in Shanxi, China

He Li

and

Ziyang Liu

Sustainability 2022, 14(20), 13183; https://doi.org/10.3390/su142013183 - 14 Oct 2022

Viewed by 637

Abstract

The family environment in rural Northwest China has undergone significant changes as a result of the accelerated migration of rural populations. We constructed an indicator system for measuring the development of rural children in northwest China and use Shanxi as an example to conduct field research on the effects of family structure on children’s education. We constructed a children’s comprehensive development index for regression analysis using the principal component method. We also built a mediating effect model based on the importance of parents’ involvement in their children’s development. Then, we examined the influence mechanism between family structure and children’s development in northwest rural areas. Finally, we found that family structure significantly affects the development of rural children in Shanxi Province, especially two-parent families. Furthermore, parental emotional involvement has a significant mediating effect on rural children’s development. Due to low parental emotional involvement, children from absent families are less developed than children from intact families. Moreover, parental behavior plays a significant role in mediating the relationship between family structure and child development. Due to a lower level of parental behavioral involvement, children from absent families are less likely to achieve comprehensive development than children from intact families. Consequently, we should set up a comprehensive management system that integrates family, schools, and local communities for the sustainable development of children. Full article

(This article belongs to the Special Issue Sustainability in Education: Challenges and the Way Forward)

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