Submit to Sustainability Review for Sustainability Propose a Special Issue

Journal Menu

Journal Browser

Online Higher Education for Sustainable Development

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Published Papers

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 November 2023) | Viewed by 19110

Share This Special Issue

Special Issue Editors

Dr. Dimitrios Vlachopoulos

E-Mail Website
Guest Editor

Rotterdam School of Management, Erasmus University, 3062 PA Rotterdam, The Netherlands
Interests: online education; quality assurance in higher education; use of technology in teaching, learning, and assessment; emergency remote teaching; education for social change; Sustainable Development Goals

Dr. Antonia Chartofylaka

E-Mail Website
Guest Editor

School of Humanities, Hellenic Open University, 263 35 Patra, Greece
Interests: e-learning course design and development

Dr. Agoritsa Makri

E-Mail Website
Guest Editor

School of Education and Social Sciences, Frederick University, Limassol 3080, Cyprus
Interests: online education; e-learning; educational administration and leadership; educational evaluation; adult education

Special Issue Information

Dear Colleagues,

Over the last two years, the COVID-19 pandemic has forced almost every higher education institution to incorporate principles of online education through the implementation of emergency remote teaching (Vlachopoulos, 2020). Current research in the field highlights that this experience is shaping the future of higher education, which may vary among institutions but will definitely have a stronger online learning component (Rapanta et al. 2021), new pedagogical methods developed, more technological tools integrated in the teaching and learning process, and a focus on inclusion (Xiao, 2021), resilience, and sustainability. Specifically, higher education plays an important role in the achievement of sustainable development and the United Nations Sustainable Development goals for 2030. Online higher education in particular has become a key factor for sustainable development due to its flexibility, use of technology, and interdisciplinary approach to teaching and learning (Bel et al., 2017).

The purpose of this Special Issue of Sustainability is to collect and publish original research papers which reflect on how online higher education can contribute to sustainability from different perspectives—social, technical and environmental, globally and locally. In addition, we welcome original research papers on the role of online education in the context of the United Nations’ 2030 agenda. Research papers on possible avenues for the adoption of sustainable online education in higher education institutions in the post-COVID-19 era will also be accepted.

References

Bell, S., Douce, C., Caeiro, S., Teixeira, A., Martín-Aranda, R., & Otto, D. (2017). Sustainability and distance learning: a diverse European experience? Open Learning, 32(2), 95–102.

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigital Science and Education, 3(3), 715–742.

Vlachopoulos. (2020). COVID-19: Threat or Opportunity for Online Education? Higher Learning Research Communications, 10(1), 16–19. https://doi.org/10.18870/hlrc.v10i1.1179

Xiao, J. (2021). Decoding new normal in education for the post-COVID-19 world: Beyond the digital solution. Asian Journal of Distance Education, 16(1), 141–155.

Dr. Dimitrios Vlachopoulos
Dr. Antonia Chartofylaka
Dr. Agoritsa Makri
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

sustainability
online higher education
sustainable online learning
United Nations Sustainable Development Goals
United Nations’ 2030 agenda

Published Papers (7 papers)

Download All Papers

Order results

Result details

Show export options Show export options

Select all

Export citation of selected articles as:

Research

18 pages, 501 KiB

Open AccessArticle

Satisfaction with Online Chinese Learning among International Students in China: A Study Based on the fsQCA Method

by Jingwei Fan and Mei Tian

Sustainability 2024, 16(3), 1086; https://doi.org/10.3390/su16031086 - 26 Jan 2024

Cited by 2 | Viewed by 1013

Abstract

The outbreak of the COVID-19 pandemic compelled Chinese international education to swiftly move online. Conducted in late 2021, this survey study collected self-reported data on online learning environments, student engagement, Chinese as a foreign language (CFL) learning achievement, and student satisfaction among 440 international students in Chinese higher education institutions. Based on the configuration perspective, fuzzy set qualitative comparative analysis (fsQCA) was used to explore the multiple concurrent paths of the online learning environment (the accessibility of online learning resources, student interaction, teacher support, course organization), student engagement, and learning achievement affecting international students’ online CFL learning satisfaction. The results indicate that satisfactory teacher support combined with student engagement was an important path leading to international students’ satisfaction with online CFL learning. Meanwhile, the inadequate accessibility of online learning resources combined with the absence of learning achievement was likely to trigger international students’ dissatisfaction with online CFL learning. Full article

(This article belongs to the Special Issue Online Higher Education for Sustainable Development)

► Show Figures

Figure 1

19 pages, 1010 KiB

Open AccessArticle

Online Homework Intelligent Platform Based on Self-Regulated Learning (SRL): Essential for Sustainable Development of Online Higher Education

by Yiwen Liu, Wenkan Wen, Yanxia Gao, Xian Zhang, Taiguo Qu, Dong Yin, Xiaoning Peng and Yuanquan Shi

Sustainability 2022, 14(24), 16904; https://doi.org/10.3390/su142416904 - 16 Dec 2022

Cited by 2 | Viewed by 1885

Abstract

Online higher education has become a steadily more popular way of learning for university students in the post-pandemic era. It has been emphasized that active learning and interactive communication are key factors in achieving effective performance in online learning. However, due to the lack of learning motivation of students and the lack of feedback data in online learning, there are numerous problems, such as the weak self-discipline of students, unsatisfactory learning experience, a high plagiarism rate of homework, and the low utilization of online teaching resources. In this study, an online homework intelligent platform implemented by information technology (IT) was proposed. It was based on the pedagogical self-regulated learning (SRL) strategy as a theoretical foundation, and information technology as a driver. Through setting online homework assignments, a sustainable means of promoting the four components of the SRL strategy, i.e., self-disciplinary control, independent thinking, reflective learning, and interest development, can be provided to university students. Therefore, this study explained the “4A” functions in the platform and analysed the details of their implementation and value, such as assistance in locating resources, assignment of differentiated homework, assessment of warning learning, and achievement of sharing. After three years of continuous improvements since COVID-19, this online platform has been successfully applied to students and teachers at our university and other pilot universities. A comparison of student teaching data, questionnaire responses and teacher interviews from the Computer Composition Principles course illustrated the sustainability as well as the effectiveness of the method. Full article

(This article belongs to the Special Issue Online Higher Education for Sustainable Development)

► Show Figures

Figure 1

17 pages, 2633 KiB

Open AccessArticle

Effects of Using World Indicators for Online ESD Learning

by Masami Yoshida

Sustainability 2022, 14(21), 13919; https://doi.org/10.3390/su142113919 - 26 Oct 2022

Cited by 1 | Viewed by 1298

Abstract

As a pedagogical method to improve student recognition of Education for Sustainable Development (ESD) through scientific data reading, this study looked at the effects of learning in online academic discussions using data from global indicators. Students’ scholarly messages were coded and introduced into qualitative content analysis, sequential analysis, and social network analysis, which are emphasized, respectively, to investigate code co-occurrence, code sequence, and code distribution. In all, 307 messages appeared from 119 university students in the online community. The ESD competencies and collective intelligence (CI) are used as indicators for analyses. Qualitative content analysis, particularly addressing those sentences, proved that CI enhanced communication among students where they shared individual norms and values. Sequential analysis elucidated characteristics of discussion thread characteristics with CI, which induced further discussion with foresight views and questions. Social network analyses indicated students connected and showed the connection structure was meshed. Key student bridging messages were extracted. Whereas ESD competencies appeared effectively, the expansion of the current online environment must be regarded as including competency in participatory learning. After summarizing the effects of the online learning method in the Moodle forum environment, the method was proved to empower students to represent core competencies of ESD and to lead data-driven concept transformation. Full article

(This article belongs to the Special Issue Online Higher Education for Sustainable Development)

► Show Figures

Figure 1

16 pages, 633 KiB

Open AccessArticle

Hopes for the Future: Capturing the Perspectives of Students on Higher Education and Sustainable Development in the Post-Pandemic Era

by Sarfraz Aslam, Khalida Parveen, Abdulelah A. Alghamdi, Safdar Abbas, Akhter Habib Shah and Kesavan Vadakalur Elumalai

Sustainability 2022, 14(19), 12531; https://doi.org/10.3390/su141912531 - 1 Oct 2022

Cited by 6 | Viewed by 2048

Abstract

The global community has faced significant challenges in the twenty-first century, such as COVID-19, which have led to uncertainty about the survival of current and future generations. Educating the next generation of employers and leaders is the primary goal of educational institutions, particularly in higher education. Education promotes sustainable development (SD) when learners acquire ethics, abilities, and skills that assist them in affecting positive changes in themselves and their communities. Policies, projects, and investments that benefit society today while protecting the environment, human health, and social well-being in the future are considered SD. This study aimed to develop our understanding of how to promote SD in Pakistani higher education institutions (HEIs) by finding out students’ perceptions about their institutions’ commitment to SDGs and SD. The data for this quantitative-descriptive study were gathered through an online survey. The study involved 1109 students from ten Pakistani HEIs. The study results show that SD has become an essential issue in the present era. In students’ perceptions, HEIs should give more training on sustainable development goals. Furthermore, students’ self-declared statements indicated that most have sustainable habits and behaviors. Students of different genders had different sustainability behaviors and habits. Students are less likely to participate in environmental or higher education organizations supporting sustainable development. HEIs and stakeholders in Pakistan and worldwide are still needed to participate actively and engage in improving education for SD. Full article

(This article belongs to the Special Issue Online Higher Education for Sustainable Development)

► Show Figures

Figure 1

15 pages, 1093 KiB

Open AccessArticle

The Sustainability of a Community of Inquiry in Online Course Satisfaction in Virtual Learning Environments in Higher Education

by M. Khalid M. Nasir and Abdul Hafaz Ngah

Sustainability 2022, 14(15), 9633; https://doi.org/10.3390/su14159633 - 5 Aug 2022

Cited by 5 | Viewed by 2417

Abstract

Teaching and learning online is quite challenging. Both require an additional capacity and effort to withstand ongoing engagement in a virtual learning environment. Nonetheless, there have been cases of dissatisfaction with virtual learning environments due to the lack of engagement and poor interaction between the instructor, students, and content, which may affect how students learn online. This study presents a cross-sectional survey that was designed to re-examine the theoretical model of the Community of Inquiry (CoI), and to examine the structure of course satisfaction using SmartPLS 3.3.8 for multivariate statistical analysis. The CoI and the course satisfaction instruments were adapted in this study. The reflections of the CoI are then assumed to form type II second-order constructs to determine their effect on student satisfaction with the course. The findings revealed that teaching, social, and cognitive presence in the CoI have a significant influence on students’ satisfaction with the courses that they are enrolled in. These results provide a direction for further research on the CoI in online learning by extending a framework that incorporates online learners as one of the essential stakeholders in education. Therefore, the results presented here are only applicable to certain courses, and it would be meaningful to investigate academic achievement and motivation, and to compare them between specific courses or subjects to find out which courses have lower or higher levels of presence. Full article

(This article belongs to the Special Issue Online Higher Education for Sustainable Development)

► Show Figures

Figure 1

17 pages, 1374 KiB

Open AccessArticle

Sustainable Development Goal for Education: Teachers’ Perspectives on Climate Change Education in Senior High Schools (SHS)

by Nana Yeboaa Opuni-Frimpong, Harry Barton Essel, Emmanuel Opuni-Frimpong and Elizabeth Asantewaa Obeng

Sustainability 2022, 14(13), 8086; https://doi.org/10.3390/su14138086 - 1 Jul 2022

Cited by 5 | Viewed by 3183

Abstract

Any program intended to equip the populace, particularly young people, to combat climate change and its repercussions must include education. As crucial stakeholders in education, teachers have the primary responsibility of preparing young people to deal with the effects of climate change. In two districts of Ghana’s Bono region, the study assessed SHS teachers’ viewpoints on climate change and their willingness to include climate change concerns in classes. The degree to which climate change was incorporated into the syllabi of selected disciplines was also assessed. For this study, data was collected from a hundred (n = 100) SHS teachers from 10 of the 15 schools in the study area using a simple random sampling method. The Pearson chi-square test was used to examine the association between the subject content and teachers’ desire to teach climate change. The data were analyzed using SPSS (v25). The findings demonstrated that teachers’ readiness to educate about climate change was influenced by the subjects they taught. Subjects that were not science-based provided little information on climate change to teachers. Climate change is addressed in many areas in Integrated Science and Social Studies, and it is a core topic for all students. Climate change should be taught using an interdisciplinary approach, and in-service training for teachers could be beneficial. Full article

(This article belongs to the Special Issue Online Higher Education for Sustainable Development)

► Show Figures

Figure 1

26 pages, 1786 KiB

Open AccessArticle

Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy

by Miguel Leiva-Brondo, Natalia Lajara-Camilleri, Anna Vidal-Meló, Alejandro Atarés and Cristina Lull

Sustainability 2022, 14(8), 4552; https://doi.org/10.3390/su14084552 - 11 Apr 2022

Cited by 22 | Viewed by 5578

Abstract

The implementation of Agenda 2030 and the Sustainable Development Goals (SDGs) by the United Nations in 2015 focuses on making a more sustainable world in all countries and for all stakeholders. Higher education institutions (HEI) play a key role in increasing students’ sustainability knowledge, transforming their attitudes and motivating them to promote or engage in sustainability behaviors. HEI can take several measures to fulfill these objectives, but it is important to develop efficient tools to assess the starting point at which university students are at. In this study, a survey was conducted that addressed students from different Universitat Politècnica de València (UPV) degrees to investigate their knowledge and awareness of sustainability and SDGs. This survey (n = 321) showed students’ levels of knowledge and initial awareness. Many UPV students state that they are aware of the SDGs, but most do not fully understand these 17 goals and their current implementation but think that the SDGs are important for their daily lives. Therefore, finding links between the SDGs and daily interests is necessary to advance toward further implementation to allow us to fulfill all SDGs. These results offer a good starting point for evaluating future training and awareness actions to improve sustainability-related educational strategies. Full article

(This article belongs to the Special Issue Online Higher Education for Sustainable Development)

► Show Figures

Journal Menu

Journal Browser

Online Higher Education for Sustainable Development

Share This Special Issue

Special Issue Editors

Special Issue Information

Keywords

Published Papers (7 papers)

Research

Further Information

Guidelines

MDPI Initiatives

Follow MDPI