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Educative Digital Transition: New Sustainable Learning Approaches from Other Technological Realities

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

Deadline for manuscript submissions: 18 May 2024 | Viewed by 5613

Special Issue Editors

Prof. Dr. Juan Carlos Bustamante

E-Mail Website
Guest Editor
Department of Psychology and Sociology, Universidad de Zaragoza, 50009 Zaragoza, Spain
Interests: neuroeducation; neuroscience; E-learning; educational technology
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. María Cruz Pérez-Yus

E-Mail Website
Guest Editor
Department of Psychology and Sociology, University of Zaragoza, 50009 Zaragoza, Spain
Interests: educational technology; special needs education; learning methods; life skills
Dr. Marta Modrego Alarcon

E-Mail Website
Guest Editor
Department of Psychology and Sociology, University of Zaragoza, 50009 Zaragoza, Spain
Interests: communication disorders; educational technology; psychological wellbeing; virtual reality

Special Issue Information

Dear Colleagues,

The scientific community in the field of educational research advocates offering more experimental rigor to studies involving educational interventions. Nowadays, the digital transition and the preponderance use of screens, and other interactive experiences that combine the real world and computer-generated content,  have a clear relevance which is increasing in an educatiional context where interventions of quality use technology to be more sustainable and replicable in other realities. The proposed issue aims to respond, from applied and basic research and from a multidisciplinary and multivariate approach, to different research problems related to the educational reality, in terms of educational innovation, digitization of the personal, social and educational reality of children, adolescents and adults; the use of technologies such as Virtual Reality, Augmented Reality, among others; and validated and sustainable educational interventions. All this from an inclusive point of view and accommodating special educational needs.

The aim is to generate empirical evidence to validate the implementation and development of interventions and/or innovative educational tools, which may include educational technology which use screens, and which have a full impact on different variables and/or basic and complex psychological processes related to the teaching-learning process in different areas (communicative, artistic, musical, language learning, personal development, among others). For this purpose, we will also have an approach from neuroeducation that will allow us to focus on the neurofunctional correlates—cognitive and emotional—that are associated with the effects produced by the intervention proposals made. Specifically, this Special Issue invites theoretical and empirical studies on the following themes, (although other relevant topics will also be considered):

- Digital transition and education.

- Development of digital educative tools.

- Digital educative tools and special needs.

- Virtual reality and education.

- Augmented reality and education.

- Mixed reality and education.

- Metaverse and education.

- Technological screen and development.

- Empirically validated educational technology interventions.

- Neuroeducation and technological education.

Prof. Dr. Juan Carlos Bustamante
Prof. Dr. María Cruz Pérez-Yus
Dr. Marta Modrego Alarcon
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

  • digital transition
  • technology
  • neuroeducation
  • development

Published Papers (4 papers)

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Research

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13 pages, 985 KiB  
Article
Expected Usefulness of Interactive Learning Platforms and Academic Sustainability Performance: The Moderator Role of Student Enjoyment
by Luz María Marín-Vinuesa and Paula Rojas-García
Sustainability 2024, 16(9), 3630; https://doi.org/10.3390/su16093630 - 26 Apr 2024
Viewed by 300
Abstract
(1) This document explores the impact of an interactive learning platform on students’ academic performance through a teaching innovation project. (2) The study involved 127 students in financial economics and accounting courses at a Spanish university. Preliminary and post-learning phase surveys, along with [...] Read more.
(1) This document explores the impact of an interactive learning platform on students’ academic performance through a teaching innovation project. (2) The study involved 127 students in financial economics and accounting courses at a Spanish university. Preliminary and post-learning phase surveys, along with instructor evaluations, were conducted to assess students’ expectations, satisfaction, and performance using the Kahoot platform. The data underwent analysis using PLS-SEM and multivariate techniques. (3) Remarkably, 42.5% of students achieved high academic performance, surpassing their average scores. Notably, those who enjoyed using Kahoot and had higher expectations showed significantly higher performances (48.3% vs. 26.4% and 64.1% vs. 18.3%, respectively). These results highlight the positive impact of perceived usefulness on satisfaction and academic performance. The study also emphasizes the moderating role of students’ enjoyment in enhancing satisfaction and learning outcomes through Kahoot. (4) The document concludes with insights into students’ motivation to use Kahoot and its effectiveness in improving learning outcomes, providing valuable implications for interactive learning platforms in education. Full article
(This article belongs to the Special Issue Educative Digital Transition: New Sustainable Learning Approaches from Other Technological Realities)
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29 pages, 3660 KiB  
Article
Service-Learning and Digital Empowerment: The Potential for the Digital Education Transition in Higher Education
by Pilar Aramburuzabala, Irene Culcasi and Rosario Cerrillo
Sustainability 2024, 16(6), 2448; https://doi.org/10.3390/su16062448 - 15 Mar 2024
Viewed by 606
Abstract
In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, virtual service-learning merges the possibilities of technology with the principles of experiential education in a powerful blend. Service-learning (SL) is an educational proposal that has been [...] Read more.
In an era driven by technology and connectivity, where the sphere of learning goes beyond conventional classrooms, virtual service-learning merges the possibilities of technology with the principles of experiential education in a powerful blend. Service-learning (SL) is an educational proposal that has been recognized by UNESCO as an innovative educational tool through which to address the complex challenges of our society. The Sustainable Development Goals provide a framework around which to structure the SL projects and thus develop the skills needed to act on the full range of goals. Embedding digital service-learning means opening a debate on the intricate relationship between technology, education, and societal impact. This study aims to explore the perspectives of students, faculty and community partners on the combination of SL and digital empowerment (DE) under the sustainability education principles. The study adopted a qualitative approach. Data were gathered through two focus groups involving faculty, students and community partners. The focus group participants discussed the opportunities for innovation, the expected impact on them and on society as a whole, their needs, the pre-conditions for making SL and DE successful, and limitations or undesirable outcomes. The results are presented according to the six principles of sustainability education in the university environment, highlighting the transformative potential of combining these principles within SL and DE. Full article
(This article belongs to the Special Issue Educative Digital Transition: New Sustainable Learning Approaches from Other Technological Realities)
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15 pages, 280 KiB  
Article
Self-Regulated and Mobile-Mediated Learning in Blended Tertiary Education Environments: Student Insights from a Pilot Study
by Kleopatra Nikolopoulou
Sustainability 2023, 15(16), 12284; https://doi.org/10.3390/su151612284 - 11 Aug 2023
Cited by 2 | Viewed by 1154
Abstract
Despite the rapid rise in the number of blended education studies after the COVID-19 pandemic, the topics of self-regulated and mobile-mediated learning in blended tertiary education environments is an open research issue. The purpose of this pilot study is to identify tertiary education [...] Read more.
Despite the rapid rise in the number of blended education studies after the COVID-19 pandemic, the topics of self-regulated and mobile-mediated learning in blended tertiary education environments is an open research issue. The purpose of this pilot study is to identify tertiary education students’ perceived enablers/facilitators and barriers to self-regulated and mobile-mediated learning in blended education environments. Nineteen undergraduate and postgraduate students were interviewed in Greece, and data were analyzed through descriptive analysis. According to the findings, most participants believed that blended learning helps their autonomy and self-regulated learning when they are facilitated by ownership of, ease of use, and familiarity with mobile devices. Major enablers/facilitators, but also barriers to, self-regulated and mobile-mediated learning in blended contexts are the course structure (mainly, the online component of blended education, appropriateness of learning activities, and educational material), and individual (educators’ knowledge, skills, confidence, and attitudes, and students’ knowledge, skills, and concerns) and technological (infrastructure and internet connectivity) factors. Students’ expectations concerning blended education courses are associated with the course organization (e.g., provision of alternative learning possibilities, balance between face-to-face and digital/online learning activities, and access to various teaching material/tools) and the role of students and teachers. Implications for students, educators and university policy and practice are discussed. Full article
(This article belongs to the Special Issue Educative Digital Transition: New Sustainable Learning Approaches from Other Technological Realities)

Other

Jump to: Research

20 pages, 1079 KiB  
Opinion
Artificial Intelligence Alone Will Not Democratise Education: On Educational Inequality, Techno-Solutionism and Inclusive Tools
by Sahan Bulathwela, María Pérez-Ortiz, Catherine Holloway, Mutlu Cukurova and John Shawe-Taylor
Sustainability 2024, 16(2), 781; https://doi.org/10.3390/su16020781 - 16 Jan 2024
Cited by 2 | Viewed by 2649
Abstract
Artificial Intelligence (AI) in Education claims to have the potential for building personalised curricula, as well as bringing opportunities for democratising education and creating a renaissance of new ways of teaching and learning. Millions of students are starting to benefit from the use [...] Read more.
Artificial Intelligence (AI) in Education claims to have the potential for building personalised curricula, as well as bringing opportunities for democratising education and creating a renaissance of new ways of teaching and learning. Millions of students are starting to benefit from the use of these technologies, but millions more around the world are not, due to the digital divide and deep pre-existing social and educational inequalities. If this trend continues, the first large-scale delivery of AI in Education could lead to greater educational inequality, along with a global misallocation of educational resources motivated by the current techno-solutionist narrative, which proposes technological solutions as a quick and flawless way to solve complex real-world problems. This work focuses on posing questions about the future of AI in Education, intending to initiate the pressing conversation that could set the right foundations (e.g., inclusion and diversity) for a new generation of education that is permeated with AI technology. The main goal of our opinion piece is to conceptualise a sustainable, large-scale and inclusive AI for the education ecosystem that facilitates equitable, high-quality lifelong learning opportunities for all. The contribution starts by synthesising how AI might change how we learn and teach, focusing on the case of personalised learning companions and assistive technology for disability. Then, we move on to discuss some socio-technical features that will be crucial to avoiding the perils of these AI systems worldwide (and perhaps ensuring their success by leveraging more inclusive education). This work also discusses the potential of using AI together with free, participatory and democratic resources, such as Wikipedia, Open Educational Resources and open-source tools. We emphasise the need for collectively designing human-centred, transparent, interactive and collaborative AI-based algorithms that empower and give complete agency to stakeholders, as well as supporting new emerging pedagogies. Finally, we ask what it would take for this educational revolution to provide egalitarian and empowering access to education that transcends any political, cultural, language, geographical and learning-ability barriers, so that educational systems can be responsive to all learners’ needs. Full article
(This article belongs to the Special Issue Educative Digital Transition: New Sustainable Learning Approaches from Other Technological Realities)
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