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Advances in Research for Innovation in Teaching in Different Areas of Knowledge: A Step Toward Educational Sustainability

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 September 2022) | Viewed by 9776

Special Issue Editors

Prof. Dr. María del Mar Molero Jurado

E-Mail Website
Guest Editor
Faculty of Education, University of Almería, 04120 Almería, Spain
Interests: health; violence; emotional intelligence; substance use; risk behaviors in adolescents; personality; social and communication skills; burnout and engagement
Special Issues, Collections and Topics in MDPI journals
Dr. África Martos Martínez

E-Mail Website
Guest Editor
Faculty of Education, University of Almería, 04120 Almería, Spain
Interests: burnout; engagement; school violence; psychopathology in old age; emotional intelligence; substance use
Special Issues, Collections and Topics in MDPI journals
Dr. Ana Belén Barragán Martín

E-Mail Website
Guest Editor
Faculty of Education, University of Almería, 04120 Almería, Spain
Interests: emotional intelligence; burnout; substance use; aggressive behavior; teenagers; self esteem; self concept; engagement; sleep quality
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

As in other environments, sustainability also takes on importance in education, which in this case is a challenge, not only for the education community, but for society as a whole. Therefore, in a society in transformation, we can respond adequately to the needs for improvement in different areas of knowledge based on innovative education practices and methodologies.

This Special Issue is intended to widen the field of scientific knowledge on the subject of innovation in education, in any area, not omitting the importance of experiments or innovative practices that have been put into practice by educators. It deals with an integrating approach to a phenomenon that, although a priori may seem disjunctive, is really a single theme with many shapes.

For this Special Issue, original high-quality research or reviews/meta-analyses that contribute significantly to enlarging current knowledge on the subject of Innovation in Education on different academic levels will be welcome.

The main theme of this Special Issue is innovation in education and can be extended to papers on any related subject matter, and in any of the areas of knowledge: science, health sciences, social science, economics and law, engineering and architecture, art and humanities, and others.

Prof. Dr. María del Mar Molero Jurado
Dr. África Martínez
Dr. Ana Belén Martín
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

  • innovation
  • teaching
  • areas of knowledge
  • educational sustainability

Published Papers (4 papers)

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Research

22 pages, 1813 KiB  
Article
Adoption of Google Meet by Postgraduate Students: The Role of Task Technology Fit and the TAM Model
by Uthman Alturki and Ahmed Aldraiweesh
Sustainability 2022, 14(23), 15765; https://doi.org/10.3390/su142315765 - 26 Nov 2022
Cited by 9 | Viewed by 2588
Abstract
The use of online meeting programs, such as Google Meet (GM), provides several benefits for teachers and students in terms of achieving learning goals outside of the classroom. Depending on the requirements and goals of the students, a variety of apps might be [...] Read more.
The use of online meeting programs, such as Google Meet (GM), provides several benefits for teachers and students in terms of achieving learning goals outside of the classroom. Depending on the requirements and goals of the students, a variety of apps might be employed. The point of the study was to address a vacuum in the knowledge with regard to the acceptability of online meeting apps, such as GM and their role. Effectiveness in terms of utilizing GM and attitudes towards using GM are two factors that impact learners’ use of this app for educational purposes. While researchers have examined google meet application acceptance in a variety of contexts, perceived ease of use, perceived usefulness, effectiveness to utilize google meet and attitude towards using Google Meet as a mediating variable in measuring education has not been explored using the technology acceptance model (TAM). As a result, the study’s purpose was to create a new paradigm by merging TAM with external elements including subjective norms, task-technology fit, and quality of information. This study involved a total of 208 postgraduate students at College of Education at King Saud University. Students were polled using the structural equation modeling (SEM) approach to determine their approximate expectations with regard to online meeting adoption. According to the findings, subjective norms, perceived enjoyment, task-technology fit, and quality of information have a positive impact on perceived usefulness and perceived ease of use, which in turn has a positive impact on perceived usefulness and perceived ease of use, which finally leads to a positive effect on effectiveness to utilize GM and attitude towards using Google Meet towards adoption of GM during COVID-19. As a result, higher education institutions should promote the usage of online meeting tools, such as GM, as part of learning processes as a long-term strategy. Full article
(This article belongs to the Special Issue Advances in Research for Innovation in Teaching in Different Areas of Knowledge: A Step Toward Educational Sustainability)
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16 pages, 1044 KiB  
Article
Qualitative Analysis of Use of ICTs and Necessary Personal Competencies (Self-Efficacy, Creativity and Emotional Intelligence) of Future Teachers: Implications for Education
by María del Mar Molero Jurado, María del Mar Simón Márquez, África Martos Martínez, Ana Belén Barragán Martín, María del Carmen Pérez-Fuentes and José Jesús Gázquez Linares
Sustainability 2022, 14(19), 12257; https://doi.org/10.3390/su141912257 - 27 Sep 2022
Cited by 1 | Viewed by 1734
Abstract
(1) Background: The acquisition of Information and Communication Technologies (ICTs) skills and competencies has become enormously important in regard to the effective management of studies or schooling. The questions that guided this study were: What are future teachers’ perceptions regarding the use of [...] Read more.
(1) Background: The acquisition of Information and Communication Technologies (ICTs) skills and competencies has become enormously important in regard to the effective management of studies or schooling. The questions that guided this study were: What are future teachers’ perceptions regarding the use of new technologies in teaching/learning? What are their opinions of the personal competencies necessary to appropriately make use of ICTs? The purpose of this study was to discover the opinions of future teachers—current master’s degree students—regarding the use of ICTs in teaching/learning, as well as the personal competencies involved in their best use, such as self-efficacy, creative intelligence, and emotional intelligence. (2) Methods: Three focus groups were conducted, comprising 27 graduate students. The participants were asked about their knowledge of ICTs, how they had acquired this knowledge, their attitudes when faced with a new tool, whether they considered themselves to be creative, and whether they considered themselves to be emotionally competent. (3) Results: The data analyzed revealed different opinions on the use of new technologies for innovation, as well as other factors involved in academic or professional performance. Three themes were extracted: Training experiences and ICT skills; Feelings experienced when confronted with an ICT tool; and Task-oriented personal competencies. The identification of these three themes enabled us to extract eight sub-themes. (4) Conclusions: Professionals’ evident lack of knowledge and training regarding ICTs makes it necessary to promote ICTs’ importance and to propose training programs directed at future teachers so they can improve their competencies, and thus, become better able to prepare their students, which, in turn, would allow the students to master these new technologies and make adequate use of them. Full article
(This article belongs to the Special Issue Advances in Research for Innovation in Teaching in Different Areas of Knowledge: A Step Toward Educational Sustainability)
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17 pages, 1031 KiB  
Article
Design, Experimentation and Statistical Validation of a Methodology to Solve Complex Engineering Problems in Higher Education
by Conrado Rosales-Torres, Carlos Gijón-Rivera, Claudia Lizette Garay-Rondero, Álvaro Castillo-Paz and Gerardo Domínguez-Ramírez
Sustainability 2022, 14(4), 2240; https://doi.org/10.3390/su14042240 - 16 Feb 2022
Cited by 1 | Viewed by 2221
Abstract
This article proposes a methodology that addresses the problem that many university professors often have with their students when facing complex engineering problems, causing frustration and desertion (abandonment of the problem to be solved). Although there are antecedents of works that emphasize the [...] Read more.
This article proposes a methodology that addresses the problem that many university professors often have with their students when facing complex engineering problems, causing frustration and desertion (abandonment of the problem to be solved). Although there are antecedents of works that emphasize the relevance of the realistic context in engineering problems and the importance of being structured in solving problems, we did not find measured effectiveness from the study of a group of students. This methodology focuses on engineering problems, in such a way that the decomposition of the problems in four steps responds to the solution process of the profiles of the analyzed subjects. The process followed in the preparation, implementation, validation, and reliability of this methodology is detailed. The experiment was designed to test both the effectiveness and reliability of the methodology. Four control groups for three different courses and periods were analyzed before and after the training of the four-step methodology. The observed factor was the variable score (0–100 points). The statistical analysis comprises descriptive statistics; Normality test for each population group; Paired t-Test/Wilcoxon test, and General linear model ANOVA (2 factors). The statistical analysis and tests show how the groups involved in the experiment obtained a significant benefit when the methodology for academic performance evaluations was applied. Full article
(This article belongs to the Special Issue Advances in Research for Innovation in Teaching in Different Areas of Knowledge: A Step Toward Educational Sustainability)
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20 pages, 2358 KiB  
Article
Advances in Research on Technological, Pedagogical, Didactical, and Social Competencies of Preservice TCFL Teachers
by Mohamed Oubibi, Wei Zhao, Yue Wang, Yueliang Zhou, Qiang Jiang, Yue Li, Xiaoqing Xu and Lifang Qiao
Sustainability 2022, 14(4), 2045; https://doi.org/10.3390/su14042045 - 11 Feb 2022
Cited by 10 | Viewed by 2190
Abstract
With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus [...] Read more.
With the development of China, learning the Chinese language has received more and more attention from international students. Teaching Chinese as a foreign language (TCFL) is crucial for spreading Chinese culture and promoting cultural exchanges. In recent years it has become the focus of attention of many scholars, and the heterogeneous cultural backgrounds and diverse language needs of learners determine that TCFL should promote the development of students’ intercultural communication competence in language practice with the use of educational technology. In this study, 82 preservice teachers as an experiment group and 64 preservice teachers as a control group participated in this study; this research aims to improve the quality and level of TCFL, using innovative teaching tools as a means to target preservice TCFL teachers and create a teaching–learning design strategy based on the smart teaching tools Moso Teach (MT) and Rain Classroom (RC). The findings from this research show the importance of the use of smart teaching tools and the improvement of preservice teachers during the experiment compared to preservice teachers with traditional methods. This paper answers the following questions: (1) How to improve preservice TCFL teachers’ competencies by integrating smart teaching tools into their learning process? (2) How to integrate technological, pedagogical, didactic, and social competencies into preservice teachers’ daily teaching CFL? Full article
(This article belongs to the Special Issue Advances in Research for Innovation in Teaching in Different Areas of Knowledge: A Step Toward Educational Sustainability)
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