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28 pages, 7960 KiB

Open AccessArticle

Teachers’ Training in the Intercultural Dialogue and Understanding: Focusing on the Education for a Sustainable Development

by María Concepción Domínguez Garrido, Adiela Ruiz-Cabezas, María Castañar Medina Domínguez, María Cecilia Loor Dueñas, Eufrasio Pérez Navío and Antonio Medina Rivilla

Sustainability 2020, 12(23), 9934; https://doi.org/10.3390/su12239934 - 27 Nov 2020

Cited by 10 | Viewed by 4197

Abstract

The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often [...] Read more.

The present research is embedded in the professional development and research line, and in the needs of secondary education and first-year university teachers. Evidencing the importance of teachers’ professional training to include specific adaptations and skills on both the intercultural dialogue and understanding—often called Intercultural Competence—is fundamental because of the direct impact for the sustainable development of human beings, groups, and ecosystems. An extensive investigation of the role played by each of the main competencies linked to the following intercultural dimensions was performed: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. The integrated methodology used was a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. Findings showed the impact of the intercultural dialogue and understanding in education patterns for the sustainable development of society. Other outputs also underlined the relevance of setting up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies—Professional Identity, Ethics and Axiology, Methodology—were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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15 pages, 2504 KiB

Open AccessArticle

Gamification for Classroom Management: An Implementation Using ClassDojo

by Azucena Barahona Mora

Sustainability 2020, 12(22), 9371; https://doi.org/10.3390/su12229371 - 11 Nov 2020

Cited by 9 | Viewed by 7919

Abstract

In the present educational context, active methodologies and new technologies are aspects that should be included when teaching and learning a subject area. For the education to be successful, classroom management must be considered, since problems may arise and handicap this process. In [...] Read more.

In the present educational context, active methodologies and new technologies are aspects that should be included when teaching and learning a subject area. For the education to be successful, classroom management must be considered, since problems may arise and handicap this process. In order to promote learning and reduce negative behaviors and increase positive ones, intervention on students of 1st year of ESO (compulsory secondary education) was implemented. The intervention used gamification as the educational approach and ClassDojo as the online tool to track behavior to determine the effectiveness of both elements to achieve the goal. Taking advantage of the game design principles and mechanics in the learning environment to create motivation and interest, in addition to the information and communication technologies (ICT) represented by ClassDojo, the experimental study showed the benefit of this method and app regarding the improvement of desired behaviors as well as the decrease of the disruptive ones. The implementation engaged the students and activated their behavioral development in order to display a better performance. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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14 pages, 602 KiB

Open AccessArticle

Sustainable Development Goals in Early Childhood Education. Empowering Young Girls to Bridge the Gender Gap in Science

by Rosario Mérida-Serrano, María E. González-Alfaya, María A. Olivares-García, Julia Rodríguez-Carrillo and Miguel Muñoz-Moya

Sustainability 2020, 12(22), 9312; https://doi.org/10.3390/su12229312 - 10 Nov 2020

Cited by 6 | Viewed by 3618

Abstract

The present study is evaluative research on the program INFACIENCIA: From the girls of today to the women scientists of tomorrow. Its aim is to increase knowledge about relevant women scientists among the entire educational community and, specifically, to help children in gaining [...] Read more.

The present study is evaluative research on the program INFACIENCIA: From the girls of today to the women scientists of tomorrow. Its aim is to increase knowledge about relevant women scientists among the entire educational community and, specifically, to help children in gaining an inclusive image of science, i.e., one that values and shows female talent. The evaluation of this program is based upon qualitative research techniques, such as semi-structured interviews, in order to give voice to everyone involved. In this paper we focus on teachers’ and families’ perspectives. Findings show that when young children actively learn science, they develop positive attitudes towards it. At the same time, it is revealed how learning about women scientists boosts a positive socialization context where egalitarian knowledge and attitudes towards science can be acquired. Participating teachers value the experience since there are still very few coeducational school interventions focused on young children. Participating families have increased their knowledge of women scientists they barely knew before and believe that these women deserve public appreciation. To conclude, INFACIENCIA has been regarded as a very positive experience both by teachers and families, thus claiming for it to be carried out again. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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14 pages, 1523 KiB

Open AccessArticle

Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain

by Guillermo Rodríguez-Abitia, Sandra Martínez-Pérez, Maria Soledad Ramirez-Montoya and Edgar Lopez-Caudana

Sustainability 2020, 12(21), 9069; https://doi.org/10.3390/su12219069 - 31 Oct 2020

Cited by 54 | Viewed by 6904

Abstract

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. [...] Read more.

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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16 pages, 1014 KiB

Open AccessArticle

The Challenge of Increasing the Effectiveness of Learning by Using Active Methodologies

by Diego Vergara, Maximiliano Paredes-Velasco, Carmen Chivite and Pablo Fernández-Arias

Sustainability 2020, 12(20), 8702; https://doi.org/10.3390/su12208702 - 20 Oct 2020

Cited by 14 | Viewed by 3278

Abstract

One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. [...] Read more.

One of the most important objectives of the Sustainable Development Goals (SDGs) is quality education, which is related to reducing school dropouts. To this end, the use of active learning methodologies improves the motivation, facilitating the learning process and, hence, reducing the dropouts. The present study proposes a methodological approach based on collaborative learning, titled: Presentation–Questions–Answers (PQA). The aim of the research is to determine whether the use of a collaborative learning methodology affects the motivation and learning of students studying theoretical content. An analytical experimental linear study was developed, whereby students were distributed across two groups, (i) a control group, which employed a lecture-based traditional approach, and (ii) an experimental group, which employed a collaborative methodology. Pre-and post-tests were carried out to assess the knowledge and motivation of students using the Situational Motivation Scale (validated scale) and a specific knowledge scale. Improvement was found in the effectiveness of the experimental group regarding the control group, with findings showing that the group utilizing the collaborative methodology acquired 64% more knowledge than the control group during the same period. However, no significant changes were found in either the intrinsic or the extrinsic motivation of the students in either group. The results prove that the use of collaborative learning maintains students’ motivation and is more effective than lecture-based methods in learning theoretical content. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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27 pages, 8372 KiB

Open AccessArticle

Primary Education Truancy and School Performance in Social Exclusion Settings: The Case of Students in Cañada Real Galiana

by Santa Lázaro, Belén Urosa, Rosalía Mota and Eva Rubio

Sustainability 2020, 12(20), 8464; https://doi.org/10.3390/su12208464 - 14 Oct 2020

Cited by 3 | Viewed by 3095

Abstract

Academic studies show that one of the main predictors of early school dropout at secondary education is student truancy behaviour, usually beginning at primary education. This is a problem that gets worse in socially vulnerable environments. This study analyses the prevalence and types [...] Read more.

Academic studies show that one of the main predictors of early school dropout at secondary education is student truancy behaviour, usually beginning at primary education. This is a problem that gets worse in socially vulnerable environments. This study analyses the prevalence and types of truancy in a population of students with high social risk in Madrid city, studying the relationship between truancy and their school performance. A questionnaire was answered by mentor teachers of students at the preschool and primary stages (N = 120), who reported information from a total of 433 students from 12 different schools. Results showed a high level of prevalence in the different types of truancy (Active and Passive). Among these behaviours, 46.86% of students skipped entire days without a valid excuse and 42.51% did not usually do their homework. Overall, 60% showed underachievement and great rates of curricular gap. In 6th grade, the last year of primary school, 74.42% of students had repeated one grade and 27.91% more than one. Moreover, significant correlations were found between truancy and school performance. The detection and early action against truancy in primary education with this type of student will reduce early dropouts and make school a key actor for the development of these students. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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18 pages, 1040 KiB

Open AccessArticle

The 2030 Challenge in the Quality of Higher Education: Metacognitive, Motivational and Structural Factors, Predictive of Written Argumentation, for the Dissemination of Sustainable Knowledge

by Rosario Arroyo González, Javier de la Hoz-Ruiz and Jesús Montejo Gámez

Sustainability 2020, 12(19), 8266; https://doi.org/10.3390/su12198266 - 08 Oct 2020

Cited by 4 | Viewed by 2815

Abstract

The United Nations 2030 agenda includes quality university education, highlighting the importance of writing competence, as a basic skill for the dissemination of sustainable knowledge. However, there is little evidence of the factors that predict effective written communication to support such quality. Among [...] Read more.

The United Nations 2030 agenda includes quality university education, highlighting the importance of writing competence, as a basic skill for the dissemination of sustainable knowledge. However, there is little evidence of the factors that predict effective written communication to support such quality. Among these factors, the literature highlights motivation and writing metacognition, as well as the adequate structuring of the academic and/or scientific genre. The main novelty of the present research is the study of the relationships between the mentioned factors, measured with validated instruments. To this end, content analysis is first applied to determine the rhetorical moves of argumentative essays written by a sample of 72 university students. Secondly, the correlations between each of the rhetorical moves, metacognition and argumentative writing self-efficacy are calculated. The relationships are studied in depth, applying step-by-step linear regression models. Finally, the dependence of the results, observed with respect to unmeasured factors, is contrasted by means of a confirmatory analysis based on structural equations. The analyses show that it is the practical ability to express rhetorical moves—Conclusion and Bibliographic References—which predicts a students’ writing metacognition. Moreover, the minor relationship that argumentative self-efficacy shows with the expression of rhetorical moves, compared to writing metacognition, point to the need to consider another motivational dimension that is driving the learning of the argumentative essay at university level, a hypothesis that is confirmed with the structural equations model. These, and other findings, allow for the establishment of a series of educational quality criteria for the empowerment of written argumentation in academic and scientific contexts. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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15 pages, 1397 KiB

Open AccessArticle

Knowledge of Child Abuse among Trainee Teachers and Teachers in Service in Spain

by Vanesa Sainz, Marta González-Sánchez and Cristina Ruiz-Alberdi

Sustainability 2020, 12(19), 8040; https://doi.org/10.3390/su12198040 - 29 Sep 2020

Cited by 3 | Viewed by 3300

Abstract

The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers [...] Read more.

The role that schools play in the detection of and intervention into child abuse is fundamental. This study investigates and compares knowledge of child abuse among trainee teachers and in-service teachers in Spain. To this end, a total of 224 teachers (144 teachers in training and 80 teachers in service) working in Early Childhood Education and Primary Education participated in this study, using self-developed scales (Scale of knowledge of child abuse, Scale of action against child abuse, Scale of aspects for improvement in child abuse). The results indicate that there are no significant differences between trainees and teachers in the previous training and in the level of knowledge and action in relation to child abuse. However, significant differences were found in the cases detected and intervened in, with a greater number of teachers in service having detected and acted on cases of child abuse. In regard to the interest in improving the way that child abuse is dealt with, teachers in training obtained a higher average score. In conclusion, we note that the relationship between knowledge about child abuse, action taken and the aspects for improvement is significant and positive, so if a teacher has more knowledge about child abuse, he or she will also know how to act better and will have greater interest in implementing improvement measures. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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19 pages, 2174 KiB

Open AccessArticle

Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

by Manoli Pifarré and Esther Argelagós

Sustainability 2020, 12(19), 7919; https://doi.org/10.3390/su12197919 - 24 Sep 2020

Cited by 4 | Viewed by 4462

Abstract

This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital [...] Read more.

This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction programme to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the internet critically and gave personal arguments. The findings also revealed that during the three-year project, the scores of IPS task performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout long-term instructional support and shows a series of educational implications. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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15 pages, 313 KiB

Open AccessArticle

Improving Future Teachers’ Digital Competence Using Active Methodologies

by Carmen Romero-García, Olga Buzón-García and Patricia de Paz-Lugo

Sustainability 2020, 12(18), 7798; https://doi.org/10.3390/su12187798 - 21 Sep 2020

Cited by 21 | Viewed by 6640

Abstract

Contemporary society demands a university education based on active and participatory educational models that enable the development of competences, with digital competence being amongst the most demanded ones. This work presents the results of an educational innovation at the university level. It intends [...] Read more.

Contemporary society demands a university education based on active and participatory educational models that enable the development of competences, with digital competence being amongst the most demanded ones. This work presents the results of an educational innovation at the university level. It intends to analyse whether the implementation of an active methodology supported by technological tools in a virtual classroom contributes to students’ digital development. A quantitative methodology with a pre-experimental pretest-posttest design was used. The sample comprised 30 students studying the Curriculum Design module on the Biology and Geology Specialism of the Master’s in Teacher Training at the Universidad Internacional de la Rioja. The results show an improvement in the five areas of the digital competence specified by the Common Framework for Teachers’ Digital Competence (MCCDD) established by Spain’s National Institute of Educational Technologies and Teacher Training (INTEF), with a large effect size. It is concluded that the educational experiment implemented has enabled an increment in the level of digital competence of future teachers. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

10 pages, 276 KiB

Open AccessArticle

Interdisciplinary Learning at University: Assessment of an Interdisciplinary Experience Based on the Case Study Methodology

by Naiara Berasategi, Igone Aróstegui, Joana Jaureguizar, Alaitz Aizpurua, Nagore Guerra and Ana Arribillaga-Iriarte

Sustainability 2020, 12(18), 7732; https://doi.org/10.3390/su12187732 - 18 Sep 2020

Cited by 17 | Viewed by 5015

Abstract

In the current context, higher education faces the challenge of preparing future professionals to respond to society’s increasingly complex problems. However, the search for solutions means adopting new ways of working that promote multidimensionality through collaboration and an interdisciplinary outlook. In this change [...] Read more.

In the current context, higher education faces the challenge of preparing future professionals to respond to society’s increasingly complex problems. However, the search for solutions means adopting new ways of working that promote multidimensionality through collaboration and an interdisciplinary outlook. In this change of paradigm, universities should work on the development of sustainability education, promoting critical reflection and the necessary skills to generate a change in thinking and real practice for sustainability, through incorporation of methodologies that foster collaborative teaching and working. The main aim of the present study was to design, implement, and assess an experience based on the case study methodology, approached from an interdisciplinary perspective. By designing repeated pretest–posttest measures, we analyzed changes in learning skills linked to interdisciplinarity, such as collaborative work, participation, motivation, and interdisciplinary thinking. The sample comprised 539 university undergraduates from Social Education, Primary Education, and Psychology degree courses. The results confirmed that the methodology used improved interdisciplinary outlook, participation, cooperation, and motivation. The implications of this type of innovative experience for the teaching–learning process of university students are discussed. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

17 pages, 824 KiB

Open AccessArticle

Simulation of a Real Call for Research Projects as Activity to Acquire Research Skills: Perception Analysis of Teacher Candidates

by Manuel Rodríguez-Martín, Diego Vergara and Pablo Rodríguez-Gonzálvez

Sustainability 2020, 12(18), 7431; https://doi.org/10.3390/su12187431 - 10 Sep 2020

Cited by 7 | Viewed by 2252

Abstract

In this research, a novel methodology based on the simulation of a call for research projects was applied for the training of STEM secondary school teachers, with results raised and analyzed to determine the response of the students to this new methodology. The [...] Read more.

In this research, a novel methodology based on the simulation of a call for research projects was applied for the training of STEM secondary school teachers, with results raised and analyzed to determine the response of the students to this new methodology. The activity was applied in the same course during two academic years with student groups from very different teaching specialties such as mathematics, physics and chemistry, biology and geology, technology and health processes who were studying the Master’s Degree in Secondary Education, specifically, the 3 European Credit Transfer and Accumulation System (ECTS) course of Initiation to Educational Research (IER), this Master’s course being mandatory for working as a secondary professor. The Master’s students are asked to write their own research project proposals for a fictitious call on a topic freely chosen by them, which might have been related to the research line of the final Master’s thesis. In it, they had to propose all the contents studied in the course (such as writing a brief state of the art, establishing a research team, setting objectives, a description of the methodology for educational research, instruments, a plan for the dissemination of the results, the needed resources, etc.). The students’ perceptions of the usefulness and reality of what they had learned for their professional development and for writing their final theses were assessed. The results based on the perceptions of the students demonstrate that the activity had been useful for assimilating concepts related to educational research in the context of secondary education (research skills), which will be useful for improving the critical sense of the students (teacher candidates) and for their professional future in the context of applied research in day-to-day secondary teacher activities. Furthermore, the results show the activity was useful for the development of the final Master’s thesis. The difficult aspects that the activity presented for them were analyzed. The results were statistically compared for the students of the different specialties, deducing, in all cases, a homogeneous good acceptance with slight differences between them. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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14 pages, 452 KiB

Open AccessArticle

Educating Digital Citizens: An Opportunity to Critical and Activist Perspective of Sustainable Development Goals

by Antonia Lozano-Díaz and Juan S. Fernández-Prados

Sustainability 2020, 12(18), 7260; https://doi.org/10.3390/su12187260 - 04 Sep 2020

Cited by 25 | Viewed by 4631

Abstract

The 2030 Agenda sets out seventeen Sustainable Development Goals (SDGs). The educational goal is to promote the education of citizens on sustainable development, among other things. Educating today’s digital citizens on sustainability means training them for justice and social activism, commitment and political [...] Read more.

The 2030 Agenda sets out seventeen Sustainable Development Goals (SDGs). The educational goal is to promote the education of citizens on sustainable development, among other things. Educating today’s digital citizens on sustainability means training them for justice and social activism, commitment and political engagement. However, research into the subject shows a lack of consistency in the education of university students. This paper presents a study of students of Education, on education on sustainability through the practice of active and critical digital citizenship. A quasi-experimental method was used to learn about the behaviors of digital citizens, and intervention was carried out by means of an SDG-focused workshop and observation of the final level of commitment. The results show a positive level of commitment and digital activism around content related to sustainable development, which can be addressed from the university syllabus in a cross-curricular way. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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10 pages, 654 KiB

Open AccessArticle

Burnout Syndrome, Engagement and Goal Orientation in Teachers from Different Educational Stages

by Pablo Usán Supervía and Carlos Salavera Bordás

Sustainability 2020, 12(17), 6882; https://doi.org/10.3390/su12176882 - 24 Aug 2020

Cited by 7 | Viewed by 2538

Abstract

Teaching is a demanding occupation, physically, mentally, and emotionally, that, depending on personal characteristics, can have a negative impact on health and personal wellbeing, which can affect the way professors work and teach in schools. The aim of this study is to analyze [...] Read more.

Teaching is a demanding occupation, physically, mentally, and emotionally, that, depending on personal characteristics, can have a negative impact on health and personal wellbeing, which can affect the way professors work and teach in schools. The aim of this study is to analyze the relationship between burnout, engagement, and goal orientation in a sample of teachers from different educational stages. The sample comprised 576 teachers from different schools, both male (N = 244; 42.36%) and female (N = 332; 57.63%) aged between 21 and 65 years (M = 38.55; DT = 12.15). The instruments used were the Maslach Burnout Inventory–General Survey (MBI-GS), the Work Engagement Scale (UWES) and the Perception of Success Questionnaire (POSQ). The results revealed that task orientation presents a significant correlation with engagement and self-efficacy, and negative correlation with burnout, in line with adaptive behaviors, and that ego orientation is correlated with engagement and commitment. It is concluded that both forms of goal orientation have a positive effect on teacher commitment and that they help to prevent burnout syndrome and also that self-efficacy plays a role in determining goal orientation in teachers in their work assignments. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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17 pages, 524 KiB

Open AccessArticle

Promoting Sustainable Data-Based Decision-Making in the Korean Educational Information Disclosure System

by Young Hyeo Joo

Sustainability 2020, 12(17), 6762; https://doi.org/10.3390/su12176762 - 20 Aug 2020

Cited by 2 | Viewed by 2181

Abstract

This study investigates the Korean Educational Information Disclosure System (KEIDS) and suggests sustainable development policies for KEIDS to improve school-level data-based decision-making (DBDM) from the educational administration’s perspective. It also raises the following questions: What are the barriers impeding effective data use by [...] Read more.

This study investigates the Korean Educational Information Disclosure System (KEIDS) and suggests sustainable development policies for KEIDS to improve school-level data-based decision-making (DBDM) from the educational administration’s perspective. It also raises the following questions: What are the barriers impeding effective data use by the KEIDS? How do school teachers, who are directly involved in using data, effectively prepare for DBDM using the KEIDS? How can the KEIDS be improved for DBDM concerning quality data, school context, and institutional support? To answer these questions, the study reviewed KEIDS-related documents and interviewed 24 school teachers through an interpretive case study approach while using a research framework of data quality, school contexts, and institutional support. Its results highlight important issues with the KEIDS and sustainable DBDM, in other words, teachers and administrators are not always conscious of the need for using data; the lack of data use understanding creates issues among principal leadership and teachers’ involvement and cooperation; the quality of the student data in the Schoolinfo system is questionable; and the central education authority focuses on simply disclosing student data rather than pursuing the goal of the KEIDS. The study suggests facilitating DBDM through the KEIDS in terms of data quality, school context, and institutional support. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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23 pages, 314 KiB

Open AccessArticle

Interdisciplinarity in Teacher Education: Evaluation of the Effectiveness of an Educational Innovation Project

by Elsa Santaolalla, Belén Urosa, Olga Martín, Ana Verde and Tamara Díaz

Sustainability 2020, 12(17), 6748; https://doi.org/10.3390/su12176748 - 20 Aug 2020

Cited by 12 | Viewed by 4819

Abstract

Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create [...] Read more.

Interdisciplinary projects play an important role in the development of a student profile based on the 21st century skills. Nevertheless, the implementation of an interdisciplinary approach is a challenge for both teachers and teacher educators. The aim of this study is to create an interdisciplinary model for teacher education, and to provide an empirical study which analyses its impact on learning. An educational innovation project was carried out with preservice teachers who experienced and subsequently designed a Problem Based Learning with interdisciplinary activities including Mathematics and Social Sciences, using the National Archaeological Museum as an educational resource. The proposals were implemented amongst children to evaluate the project’s effectiveness, considering two aspects: (a) improved teaching skills for preservice teachers (N = 26) and (b) improved learning for Mathematics and Social Sciences content amongst primary school children (N = 58). In the case of the student teachers, the variance analysis implemented showed sufficient empirical evidence of the improvement between the pre and post treatment, in different dimensions of the teaching skills and competences. On the primary school students, some significantly statistic progresses were found concerning the learning of both subjects, as well as their perception of museums as place for learning. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

16 pages, 347 KiB

Open AccessArticle

High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

by María Pilar Aparicio-Flores, José María Esteve-Faubel, Rosa Pilar Esteve-Faubel and José Daniel Álvarez-Teruel

Sustainability 2020, 12(17), 6728; https://doi.org/10.3390/su12176728 - 19 Aug 2020

Cited by 4 | Viewed by 2410

Abstract

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy [...] Read more.

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.06 and 1.09, respectively) and less for those with personal discomfort (OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

14 pages, 279 KiB

Open AccessArticle

Innovative Co-Creative Participatory Methodologies for a Dreamt-of Quality Education in Europe

by Janire Fonseca Peso, Antonia Caro González and Nemanja Milosevic

Sustainability 2020, 12(16), 6385; https://doi.org/10.3390/su12166385 - 07 Aug 2020

Cited by 6 | Viewed by 3152

Abstract

The aim of this paper is to collect evidence-based experience on a co-creation multi-stakeholder participatory process in a non-formal academic environment. We use the Sustainable Development Goals (SDGs), the “6i model,” and a participatory approach as background methodologies. Within the long-lasting process of [...] Read more.

The aim of this paper is to collect evidence-based experience on a co-creation multi-stakeholder participatory process in a non-formal academic environment. We use the Sustainable Development Goals (SDGs), the “6i model,” and a participatory approach as background methodologies. Within the long-lasting process of collaboration with Eurochild (Eurochild advocates for children’s rights and well-being to be at the heart of policymaking. A network of almost 200 organizations internationally recognized for its work to promote children’s rights and well-being. It influences policies, builds internal capacities, and facilitates mutual learning and exchanges of practice and research), the event started with an open session followed by a World Café dynamic with 50 participants from different age groups (13–81), cultures (Spain, United Kingdom, Finland), professions, academic fields, and socioeconomic backgrounds. Several types of data were collected: participant observation during four months (20 h), informal communication with participants, and three in-depth interviews. Based on overall analysis, the application of both the 6i model and the child participation approach had an impact on three different levels: (1) in the functioning of the core group; (2) in the experience of the participants in the event; and (3) in the final outcome of the whole process. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

18 pages, 1017 KiB

Open AccessArticle

Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

by Erika González García, Ernesto Colomo Magaña and Andrea Cívico Ariza

Sustainability 2020, 12(15), 5884; https://doi.org/10.3390/su12155884 - 22 Jul 2020

Cited by 30 | Viewed by 8004

Abstract

Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article [...] Read more.

Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to “Ensure inclusive and quality education for all and promote lifelong learning” as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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14 pages, 601 KiB

Open AccessArticle

Self-Esteem and Motivation for Learning in Academic Achievement: The Mediating Role of Reasoning and Verbal Fluidity

by Nieves Moyano, Alberto Quílez-Robres and Alejandra Cortés Pascual

Sustainability 2020, 12(14), 5768; https://doi.org/10.3390/su12145768 - 17 Jul 2020

Cited by 18 | Viewed by 9457

Abstract

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and [...] Read more.

The goal of the present study was to analyze the joint role that non-cognitive (motivation and self-esteem) and cognitive (verbal fluency and reasoning) factors play on academic achievement, both as a global score and in relation to specific subjects, such as language and literature and mathematics. We also analyzed the mediating role of cognitive factors. We recruited a sample of 133 primary education students (aged 6–9 years old) (47.6% girls, 52.6% boys), to whom various measures of the above-indicated variables were administered. Several predictive models were tested through a mediational regression analysis. The results indicated the relevance of intrinsic motivation together with self-esteem as predictors of academic achievement mediated by the cognitive abilities verbal fluency and reasoning. These relationships differed depending on the specific subject. We discuss the educational implications of these findings and emphasize, on the one hand, that academic achievement depends on both cognitive and non-cognitive factors and, on the other hand, the malleability of cognitive factors, as they seem to improve based on motivation and self-esteem. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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16 pages, 562 KiB

Open AccessArticle

Social Network Addiction and Its Impact on Anxiety Level among University Students

by Raquel Lozano Blasco, Cecilia Latorre Cosculluela and Alberto Quílez Robres

Sustainability 2020, 12(13), 5397; https://doi.org/10.3390/su12135397 - 03 Jul 2020

Cited by 18 | Viewed by 10093

Abstract

Despite the obvious favorable effects of social networking sites, there is a risk of developing behavioral addictions. This study aims to analyze addiction to social networks and its relationship with anxiety. A sample (n = 361) of university students (undergraduate, master’s and doctoral) [...] Read more.

Despite the obvious favorable effects of social networking sites, there is a risk of developing behavioral addictions. This study aims to analyze addiction to social networks and its relationship with anxiety. A sample (n = 361) of university students (undergraduate, master’s and doctoral) comprising 87.5% women and 12.5% men with a mean age of 32.58 (SD = 12.03) and 32.36 (SD = 10.21), respectively, was included. Addiction to social networks was measured using the Social Network Addiction (SNA) questionnaire and anxiety was measured using Spanish adaptation of the Beck Anxiety Inventory (BAI Test). The regression results show how concurrent moderating variables such as age (adulthood) predispose individuals to addiction in some way (Model 5, explained 13.5%, R²= 0.135, p = 0.040). Similarly, we found that the aspect of addiction that generates anxiety is an obsession with social networks. Anxiety arises as excessive use decreases, similar to abstinence syndrome. It is concluded that the harmlessness of social networks and their inappropriate use can lead to behavioral addiction. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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17 pages, 1292 KiB

Open AccessArticle

Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context

by Emilio Crisol Moya, Tiziana Molonia and María Jesús Caurcel Cara

Sustainability 2020, 12(13), 5375; https://doi.org/10.3390/su12135375 - 02 Jul 2020

Cited by 12 | Viewed by 4811

Abstract

The United Nations Sustainable Development Programme for 2030 has established the principles of sustainable action for today’s society, one of which is to achieve quality and more inclusive education. Our society has reached the stage where quality education is no longer a privilege [...] Read more.

The United Nations Sustainable Development Programme for 2030 has established the principles of sustainable action for today’s society, one of which is to achieve quality and more inclusive education. Our society has reached the stage where quality education is no longer a privilege of a few, but a fundamental right. Therefore, not achieving quality education is equivalent to not having had the opportunity to grow and develop as fully as one is entitled to in a free and just society, which needs inclusive leadership. The objective in this study is the validation of the instrument “Inclusive Leadership in Schools” for the Italian context. The methods used are content validity through expert judgement; construct validity through exploratory and confirmatory factor analysis; and reliability through Cronbach’s alpha coefficient and the split-half method. The results reveal that both the version for school administrators and teachers and the version for families have optimal levels of validity and reliability for measuring the degree of inclusive leadership in Italian schools. The results suggest that inclusive leadership effects are expected to operate most closely via their influence on developing the improvement of teaching and learning quality and promoting a favourable school climate and culture that emphasize high expectations and quality education. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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16 pages, 321 KiB

Open AccessArticle

Assessment of Sustainable Development in Secondary School Economics Students According to Gender

by Javier Cifuentes-Faura, Ursula Faura-Martínez and Matilde Lafuente-Lechuga

Sustainability 2020, 12(13), 5353; https://doi.org/10.3390/su12135353 - 02 Jul 2020

Cited by 17 | Viewed by 2999

Abstract

Environmental education is one of the most effective means of raising public awareness of the need to preserve the environment, and therefore plays a key role in raising awareness and conserving the environment. Teachers also play an important role in achieving these sustainable [...] Read more.

Environmental education is one of the most effective means of raising public awareness of the need to preserve the environment, and therefore plays a key role in raising awareness and conserving the environment. Teachers also play an important role in achieving these sustainable objectives. Economic decisions are intimately linked to and affect the sustainable development to a large extent, hence the importance of the subject of economics in achieving sustainability. The minimum contents established by the educational law on these aspects related to sustainability have been revised. Through a survey, the differences in knowledge, attitudes, and behaviors related to sustainable development are analyzed from a gender perspective. It is detected that, in general, women have a greater knowledge of environmental issues and more sensitivity, with a greater commitment to recycling and changing lifestyles. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

14 pages, 298 KiB

Open AccessArticle

The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills

by Marta Liesa-Orús, Cecilia Latorre-Cosculluela, Sandra Vázquez-Toledo and Verónica Sierra-Sánchez

Sustainability 2020, 12(13), 5339; https://doi.org/10.3390/su12135339 - 01 Jul 2020

Cited by 64 | Viewed by 11497

Abstract

To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to [...] Read more.

To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to successfully approach this challenge is to analyze how university professors consider that ICTs can contribute to developing skills and abilities in their students. In this regard, their perceptions are one of the factors that will limit the use they make of these tools. (2) Method: For this reason, a quantitative research has been designed in which 345 university professors have participated for different branches of knowledge of one Spanish university. (3) Results: Among the most relevant results, we can highlight that the professors recognize the potentials of the ICTs and consider they have a positive effect on learning and development of 21st century skills in their students. These benefits are seen in different fields like communication, collaboration, and critical thinking, among others. Likewise, the importance of the technology culture teaching role is outstanding. (4) Conclusions: Finally, the need for integration of ICTs in a pedagogical model in which professor training in digital skills acquires relevance is shown. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

9 pages, 710 KiB

Open AccessArticle

ICT Integration into Science Education and Its Relationship to the Digital Gender Gap

by Ascensión Palomares-Ruiz, Antonio Cebrián, Emilio López-Parra and Eduardo García-Toledano

Sustainability 2020, 12(13), 5286; https://doi.org/10.3390/su12135286 - 30 Jun 2020

Cited by 13 | Viewed by 3738

Abstract

The objective of the research is to know whether the use of technologies in the teaching of sciences, in the face of more traditional methods, influences gender differences, justifying the low enrolment of women in technical careers. The study was developed using a [...] Read more.

The objective of the research is to know whether the use of technologies in the teaching of sciences, in the face of more traditional methods, influences gender differences, justifying the low enrolment of women in technical careers. The study was developed using a pretest–posttest quasi-experimental method through a nonequivalent control group with traditional methodology and common instruments such as the textbook, while in the experimental group, methodologies based on the management of ICT tools were made. We make a quantitative contrast of the impact on learning, considering the advantages and disadvantages of using technologies in science teaching, versus more traditional methods. The experimental group showed a higher motivation, being seen in the impact on better learning scores compared to the control group. We found that women scored higher than men in both pretest and posttest. We conclude by emphasizing the desirability of a transformation of science teaching methodologies by using ICT tools that allow more visual, intuitive, and collaborative work, with greater involvement of students. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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13 pages, 287 KiB

Open AccessArticle

Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies

by José-María Campillo-Ferrer, Pedro Miralles-Martínez and Raquel Sánchez-Ibáñez

Sustainability 2020, 12(12), 4822; https://doi.org/10.3390/su12124822 - 12 Jun 2020

Cited by 48 | Viewed by 8492

Abstract

This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate [...] Read more.

This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

15 pages, 334 KiB

Open AccessArticle

School Climate and Peer Victimization. Involvement, Affiliation and Help Perceived in School Centers as Protective Factors against Violent Behavior in Adolescent Couples

by Marta Ruiz-Narezo and Rosa Santibáñez Gruber

Sustainability 2020, 12(11), 4705; https://doi.org/10.3390/su12114705 - 09 Jun 2020

Cited by 3 | Viewed by 1885

Abstract

This article presents the results of a non-experimental, quantitative cross-sectional study conducted on an adolescent group. The sample of adolescents was acquired from high schools and vocational training, where the relationship between the school climate, more specifically, the involvement, affiliation, and perception of [...] Read more.

This article presents the results of a non-experimental, quantitative cross-sectional study conducted on an adolescent group. The sample of adolescents was acquired from high schools and vocational training, where the relationship between the school climate, more specifically, the involvement, affiliation, and perception of help and violence that is both experienced and exercised between partners. The study sample consisted of 433 adolescents aged 12–19 years from four educational centers from a municipality of Greater Bilbao. Since there are analyses that refer specifically to romantic relationships, in those cases, the 67.7% (N = 275) of the sample that claims to have or have had a romantic relationship is considered. Finally, there was evidence to suggest the existence of influence between the school climate and the implication of violence in adolescent couples. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

17 pages, 570 KiB

Open AccessArticle

Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers

by Miriam Romero-López, M. Carmen Pichardo, Judit Bembibre-Serrano and Trinidad García-Berbén

Sustainability 2020, 12(11), 4408; https://doi.org/10.3390/su12114408 - 28 May 2020

Cited by 10 | Viewed by 3352

Abstract

The objective of this research is to examine the effectiveness of the “Executive Function Training Program in Preschool” (EFE-P) that includes real-world activities and applies different required methodologies for a sustainable education. In addition, it is evaluated whether the improvement of executive functions [...] Read more.

The objective of this research is to examine the effectiveness of the “Executive Function Training Program in Preschool” (EFE-P) that includes real-world activities and applies different required methodologies for a sustainable education. In addition, it is evaluated whether the improvement of executive functions is transferred to the social competence domain. The study involved 100 students aged 5–6 years, of which 50 were randomly assigned to the active control group and 50 to the experimental group. Executive functions (BRIEF-P) and social competence (BASC and PKBS-2) were measured at two time points (pre-intervention and post-intervention). Data were analyzed using the Generalized Estimating Equation (GEE) for repeated data and results showed that children in the experimental group obtained better scores on executive functions and social competence compared to their peers in the control group. It is discussed if the executive functions training can be effective in improving social competence as long as the programs include real-world activities that encourage such transfer, as the EFE-P does. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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13 pages, 2463 KiB

Open AccessArticle

Effect of a Service-Learning Program on the Active Lifestyle of Children with Autism Spectrum Disorder: A Pilot Study

by Teresa Valverde-Esteve, Oscar Chiva-Bartoll, Celina Salvador-García and María Maravé-Vivas

Sustainability 2020, 12(11), 4354; https://doi.org/10.3390/su12114354 - 26 May 2020

Cited by 3 | Viewed by 2254

Abstract

Background: active lifestyles and Physical Activity (PA) are closely related to health. Healthy habits such as being physically active should be consolidated during childhood. Children with Autism Spectrum Disorders (ASD) present fewer opportunities to be involved in PA. For this reason, we conducted [...] Read more.

Background: active lifestyles and Physical Activity (PA) are closely related to health. Healthy habits such as being physically active should be consolidated during childhood. Children with Autism Spectrum Disorders (ASD) present fewer opportunities to be involved in PA. For this reason, we conducted a Service-Learning (SL) program to enhance the possibility of participating ASD children enjoying PA sessions. The aim of this study was to analyze and describe the evolution in terms of the frequency and intensity of PA performed by ASD children who participated in the SL program. Methods: we used a quasi-experimental design. The sample was formed by 26 children with ASD (Experimental group: n = 16; 4 girls, 12 boys) (Control group: n = 10; 1 girl, 9 boys) with ASD level 1. Results: after the intervention program, moderate PA during the week increased significantly (Pre-Median: 92.04, Range: 35.71–126.47 min; Post-Median: 212.67, Range: 99.75, 271.04 min) (p ≤ 0.001). When comparing both groups, the tendency to do PA in the Experimental group remained more stable. Also, the improvements in moderate intensities were higher in the Experimental group after the intervention. Conclusion: a six-month SL program improved the moderate PA routines of ASD children. However, longer programs and longitudinal studies are required. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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13 pages, 643 KiB

Open AccessArticle

Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers

by David Aparisi, Lucía Granados, Ricardo Sanmartín, María Carmen Martínez-Monteagudo and José Manuel García-Fernández

Sustainability 2020, 12(10), 3950; https://doi.org/10.3390/su12103950 - 12 May 2020

Cited by 5 | Viewed by 2899

Abstract

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and [...] Read more.

The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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Review

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12 pages, 1877 KiB

Open AccessReview

Mapping Role-Playing Games in Ibero-America: An Educational Review

by Mario Grande-de-Prado, Roberto Baelo, Sheila García-Martín and Víctor Abella-García

Sustainability 2020, 12(16), 6298; https://doi.org/10.3390/su12166298 - 05 Aug 2020

Cited by 6 | Viewed by 5250

Abstract

Role-playing games (RPGs) have a controversial public image in several countries, including Spain. These fears lack a scientific basis, as role-playing games may be useful in education. Educational trends such as gamification are helping to change this perspective, incorporating elements of RPGs in [...] Read more.

Role-playing games (RPGs) have a controversial public image in several countries, including Spain. These fears lack a scientific basis, as role-playing games may be useful in education. Educational trends such as gamification are helping to change this perspective, incorporating elements of RPGs in applications like learning management systems (LMS), e.g., Classcraft. Given the increased research interest in this topic, this paper presents a systematic literature review (SLR) report on the state-of-the-art related to RPGs in an Ibero-American education research context. In the study, a comprehensive search is carried out for the most relevant research papers indexed in Latindex, founded through the virtual repository Dialnet for papers between 2010 and 2019 in the field of education. The search chain was ‘role-playing games’, erasing those topics not related. Results show that there are several relevant references, even though they do not seem to have had a great impact. It can be concluded that there is an interest in RPGs in education, especially in Spain, but their potential is still to be developed. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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19 pages, 2621 KiB

Open AccessReview

Bibliometric Study of Scientific Production on the Term Collaborative Learning in Web of Science

by Antonio-José Moreno-Guerrero, Pedro Jurado de los Santos, María Luisa Pertegal-Felices and Rebeca Soler Costa

Sustainability 2020, 12(14), 5649; https://doi.org/10.3390/su12145649 - 14 Jul 2020

Cited by 8 | Viewed by 2962

Abstract

Currently, more and more teachers decide to follow active teaching methods, leaving behind traditional teaching methods. Among the most used pedagogical methods in the educational field is the collaborative learning. The general objective of the present investigation is to know the performance and [...] Read more.

Currently, more and more teachers decide to follow active teaching methods, leaving behind traditional teaching methods. Among the most used pedagogical methods in the educational field is the collaborative learning. The general objective of the present investigation is to know the performance and academic development of the term "collaborative learning" in the documents collected in the Web of Science database. The research method developed was based on a bibliometric study, identifying academic performance and conceptual development, through a co-word analysis. Particularly, we have pursued four main objectives: (a) To determine the degree of performance of documents collected from collaborative learning; (b) to identify the scientific development of so-called collaborative learning; (c) to analyze the most incidental aspects of collaborative learning; and (d) to value the most representative authors who are experts in the use of collaborative learning. The total number of manuscripts studied is 3295. The results show the manuscripts are written mainly in English by researchers who belong from the United States. The main area of knowledge is Education Educational Research. As a conclusion, it can be said that the collaborative learning pedagogical method is at a turning point in the scientific field. Its scientific evolution, focused on its principles in the students themselves, has extended to other branches. At present, studies are oriented towards technological resources, co-regulation, and the academic achievements of students. Furthermore, in the coming years the terms innovation, design, patterns, collaboration, and communication will probably be the new lines of study in this scientific field. Full article

(This article belongs to the Special Issue Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education)

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