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A topical collection in Sustainability (ISSN 2071-1050). This collection belongs to the section "Sustainable Education and Approaches".

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Editors

Prof. Dr. Maija Aksela

E-Mail Website
Guest Editor

The Unit of Chemistry Teacher Education, Department of Chemistry, Faculty of Science, University of Helsinki, 00100 Helsinki, Finland
Interests: science education; STEM education; sustainability education; teacher education; student-centred education; ICT education; non-formal and informal education and co-design
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Marina Milner-Bolotin

E-Mail Website1 Website2
Guest Editor

Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
Interests: STEM education; educational technology; teacher education

Dr. Sakari Tolppanen

E-Mail Website1 Website2
Guest Editor

School of Applied Educational Science and Teacher Education, University of Eastern Finland, 80130 Joensuu, Finland
Interests: STEM education; educational technology; teacher education

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Dear Colleagues,

The world is changing, and education needs to change with it. The aim of this Special Issue, “Towards a Sustainable Future through Innovative STEM Education” is to provide understanding on how innovative STEM education can engage and empower students towards sustainability in a changing world.

This Special Issue will especially focus on novel ways (e.g., pedagogical solutions and models) to promote sustainability through formal, non-formal, and informal education from early childhood to post-secondary school as well as in pre-service and in-service teacher education. The exploration of the STEM and sustainability education nexus will allow the exploration of topics relevant to many 21st century educators. For example, to address such questions as:

How can STEM education contribute to solving sustainability issues (e.g., climate change and the COVID crisis)?

How can we educate students to solve real-life problems using STEM knowledge in a sustainable way?

How can innovative technologies help us in the context of sustainable STEM education?

How can we educate future STEM teachers and teachers to incorporate sustainability issues in their teaching practices?

Prof. Dr. Maija Aksela
Prof. Dr. Marina Milner-Bolotin
Dr. Sakari Tolppanen
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 collection 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.

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Keywords

STEM education
sustainability education
climate change
ICT education
educational technology
teacher education

Published Papers (10 papers)

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2023

Jump to: 2022, 2021

16 pages, 961 KiB

Open AccessArticle

Towards Equity: Exploring Gifted and High Achieving Students’ Lived Experiences with a Mathematical Enrichment Program Based on PISA

by Hanan Shaher Almarashdi, Ahmed H. Mohamed and Adeeb M. Jarrah

Sustainability 2023, 15(5), 4658; https://doi.org/10.3390/su15054658 - 06 Mar 2023

Cited by 1 | Viewed by 1594

Abstract

The purpose of this research was to study the effectiveness and usefulness of a Mathematics Enrichment Program (MEP) from students’ perspectives. The case study presented in this paper highlights the need for the MEP as a possible way to fulfill the needs of high-achieving and gifted students in mathematics in regular classrooms. This MEP was designed to improve students’ mathematical literacy in relation to their readiness for work after school and using mathematics in real life. The process for developing the MEP was described. The sample consisted of 51 grade 10 students from the advanced stream in two high schools in the UAE. Quantitative and qualitative data were collected through a survey designed specifically for this study to gain insight into students’ perceptions of their participation in the MEP experience. Students’ responses to the survey showed a significant impact of the enrichment program on them in many aspects. It is evident that this program helped the students see the importance of mathematics in their life. Although participants reported excitement and more understanding of their mathematics classroom, a few students complained about the of lack of time and difficulty with language and problem-solving skills. Full article

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2022

Jump to: 2023, 2021

18 pages, 1195 KiB

Open AccessArticle

Supporting the Relevance of Chemistry Education through Sustainable Ionic Liquids Context: A Research-Based Design Approach

by Johannes Pernaa, Vilja Kämppi and Maija Aksela

Sustainability 2022, 14(10), 6220; https://doi.org/10.3390/su14106220 - 20 May 2022

Cited by 2 | Viewed by 2227

Abstract

By introducing the sustainable nature of chemistry to students—makers of the future—teachers, and teacher students we can promote their scientific literacy and increase understanding of the relevance of chemistry research and studies in sustainability. Ionic liquids are a topical example of innovation of green chemistry research offering many possibilities for sustainable chemistry education. This article describes how to develop research-based learning materials on ionic liquids using educational design research as a design strategy. The design process included two cycles and the initial design solution was iterated via a qualitative case study conducted with future chemistry teachers. The main result of this research is the designed context-based activity that engages learners with individual, vocational, and societal levels of relevance. In addition, the study produced new insights into future chemistry teachers’ perceptions of ionic liquids’ possibilities in a chemistry learning context. According to future chemistry teachers, ionic liquids are an interesting new context for laboratory learning and can increase interest in chemistry studies. Full article

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17 pages, 628 KiB

Open AccessProject Report

Girls in STEM: Addressing SDG 4 in Context

by Coral Campbell, Linda Hobbs, Lihua Xu, Jorja McKinnon and Chris Speldewinde

Sustainability 2022, 14(9), 4897; https://doi.org/10.3390/su14094897 - 19 Apr 2022

Cited by 7 | Viewed by 2754

Abstract

Raising girls’ aspirations for STEM careers is one way to address Sustainability Development Goal 4 (SDG4)—quality education—which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Various strategies have been suggested in STEM education research literature to achieve this. One such initiative begins with exposing girls to STEM industries during their formative school years. While a range of industry-school partnerships exist, examples of successful models that might inform practice are scarce. This article describes an investigation into how industry professionals, university educators, teachers, and students successfully implemented a STEM education experience (Girls as Leaders in STEM (GALS)). Formative and summative evaluation processes were used to generate data through a co-design research approach to describe and measure changes in student practices, attitudes, and engagement in relation to STEM and leadership as a result of connecting to industry problems. This research focused on the analysis of teacher and student interview data generated upon the completion of the program, which provided feedback on the different aspects of the process and, in particular, the role of industry in relation to the girls’ attitudes. This research highlights the benefits of industry involvement with girls in terms of their engagement with STEM, the authenticity of STEM learning, and the novelty of the learning experience. These benefits are discussed with respect to how they can raise girls’ STEM aspirations and ensure equitable educational opportunities—aligning with SDG4. Full article

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11 pages, 241 KiB

Open AccessArticle

Early Childhood STEM Education for Sustainable Development

by Coral Campbell and Christopher Speldewinde

Sustainability 2022, 14(6), 3524; https://doi.org/10.3390/su14063524 - 17 Mar 2022

Cited by 9 | Viewed by 6391

Abstract

Early childhood education is crucial for the development of young children’s understanding of the natural world. Children have a role in sustaining a viable environmental and social future. This research interrogated key ideas concerning STEM education for sustainable development, drawing on seminal research and a range of government policy documents to formulate a futures-oriented approach to supporting children to build understandings in early childhood sustainability. Through the use of ethnography, a research methodology that uses both participation and observation of research participants, it became apparent that young children’s play-based learning enabled agentic responses in aligning with early understanding of STEM and sustainability. Using accepted descriptors of international Sustainable Development Goals within an early childhood research study, the research highlights how the development of interactive, learner-centred STEM teaching not only enables investigative, action-adapted learning, but also fosters independent learners who are responsive to their natural environment. The implication of this research is that further development of children’s environmental agency is suggested by the authors. The introduction of a whole-of-kindergarten approach that focuses on the systemic development of quality STEM education is posited as an avenue for educators to build young children’s understandings of sustainable development. Full article

14 pages, 247 KiB

Open AccessArticle

Health First: The Sustainable Development of Physical Education in Chinese Schools

by Yalun An, Jing Yang, Shuanghong Jenny Niu and Jun Wang

Sustainability 2022, 14(5), 3133; https://doi.org/10.3390/su14053133 - 07 Mar 2022

Cited by 4 | Viewed by 3412

Abstract

Strengthening school physical education (PE) is of great strategic significance in enhancing students’ all-round development, which mainly includes their morality, intelligence and physique development. School PE has upheld the guiding ideology of ‘health first’ and continuously enhanced PE development in China. The guiding ideology of ‘health first’ has involved three stages: (1) improving students’ physical conditions; (2) enhancing students’ physical health, mental health and ability to socially adapt; and (3) promoting students’ all-round human development. This paper provides a comprehensive review of the social and political contexts, aims, policies and practice of Chinese school PE, and goes on to analyze different sports views that reshape the value orientation of ‘health first’. Moreover, this paper shows that a regulated and institutionalized Chinese school PE system has gradually formed with the evolving ideology of ‘health first’ and policy changes, but it has a long way to accomplish the new mission of ‘foster virtue through education’ in students’ all-round development. For students’ all-round development, Chinese school PE needs to prioritize the value proposition of ‘foster virtue through education’, advance the theoretical research on PE curriculum and teaching materials, and further enhance the reform of the assessment and evaluation system of constitutional health. Eventually, a new national school PE core curriculum needs to be established to integrate the mission of ‘foster virtue through education’ and guiding ideology of ‘health first’ together. Full article

2021

Jump to: 2023, 2022

16 pages, 7796 KiB

Open AccessArticle

Sustainable Development Indicators—Untapped Tools for Sustainability and STEM Education: An Analysis of a Popular Czech Educational Website

by Eva Stratilová Urválková and Petra Surynková

Sustainability 2022, 14(1), 121; https://doi.org/10.3390/su14010121 - 23 Dec 2021

Cited by 6 | Viewed by 2409

Abstract

Environmental education has been included in Czech curricula since the 1980s, albeit without clear evidence of education for sustainable development (SD), which addresses complex socio-economic issues using SD indicators (SDIs), such as charts, single numbers, tables, maps, and (interactive) images. However, understanding such a comprehensive topic requires developing basic mathematical knowledge and skills. In this study, we aimed to analyse the nature, quality, and availability of teaching materials for SD, primarily using SDIs, which could be applied by Czech teachers. For this purpose, we performed a qualitative and basic quantitative content analysis of several descriptors of documents retrieved from a website for teachers, provided by the National Pedagogical Institute of the Czech Republic. A full-text search identified 1376 records, which were analyzed for SD pillars and SDIs. Our results showed that most records (95%) do not contain SDIs in teaching materials. Only 59 records mentioned (128) SDIs, mostly covering the environmental pillar, 26 of which contain a single SDI. The most frequent issues were waste production, treatment, savings, water parameters, and energy consumption. Mathematical skills were used in 56 SDIs, primarily for evaluating data sets and quantitative expressions of an amount. Overall, only a small number of SDIs are used in education for SD, economic and social SDIs are in the minority, and the STEM potential remains untapped. Full article

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50 pages, 1290 KiB

Open AccessFeature PaperReview

Experimental Work in Science Education from Green Chemistry Perspectives: A Systematic Literature Review Using PRISMA

by Vesna Ferk Savec and Katarina Mlinarec

Sustainability 2021, 13(23), 12977; https://doi.org/10.3390/su132312977 - 23 Nov 2021

Cited by 9 | Viewed by 5362

Abstract

Experimental work is an important component of science subjects at all educational levels. The implication of green chemistry ideas indicated the need for optimization of traditional experimental work by implementing green chemistry principles to promote sustainable development. The aim of the study is to present findings from a systematic literature review on the use of experimental work in science education from green chemistry perspectives in the literature from 1995 to 2020. Thus, three electronic databases were reviewed following the Preferred Reporting Items for Systematic Reviews (PRISMA) guidelines. The literature search identified a total of 1199 papers from Web of Science (N = 419), Scopus (N = 578), and Education Resources Information Center (ERIC) (N = 202). After applying inclusion/exclusion criteria, 263 papers were obtained and then analyzed in further detail. The findings highlighted trends in the integration of green chemistry principles into experimental work from primary to tertiary education levels and identified a literature gap, as well as the challenges and the possibilities for future development. The review outlined various opportunities for active learning within experimental work from green chemistry perspectives using a range of methods, with a particular focus on practical, hands-on, and laboratory activities. Full article

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24 pages, 928 KiB

Open AccessArticle

Is the Earth Crying Wolf? Exploring Knowledge Source and Certainty in High School Students’ Analysis of Global Warming News

by Florian C. Feucht, Kate Michaelson, Susan L. Hany, Lauren N. Maziarz and Nathan E. Ziegler

Sustainability 2021, 13(22), 12899; https://doi.org/10.3390/su132212899 - 22 Nov 2021

Cited by 3 | Viewed by 1954

Abstract

The marked contrast between the scientific consensus on global warming and public beliefs indicates a need to research how high schoolers, as future citizens, engage with and make meaning from news articles on such topics. In the case of socioscientific issues (SSIs) such as global warming, students’ acquisition of knowledge from the news is mediated by their epistemic understandings of the nature of science (NOS) and use of informal reasoning in evaluating claims, evidence, and sources. This exploratory qualitative study examined twelve U.S. high school students’ understandings, opinions, and epistemic beliefs concerning global warming knowledge. Researchers examined microgenetic changes as students discussed global warming during semi-structured interviews and a close reading of global warming news texts. Although results showed that most students could articulate a working concept of global warming, in follow-up questions, a subset offered personal opinions that differed from or contradicted their previously stated understandings. Meanwhile, students who offered opinions consistent with the scientific consensus often argued that the dangers of global warming were exaggerated by politicians and scientists who wished to profit from the issue. This study suggests a need for more explicit focus on NOS and scientific news literacy in curricula, as well as further research into the interplay between epistemic beliefs and the informal reasoning students use to negotiate diverse sources of SSI knowledge—from the classroom to the news media and public life. Full article

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12 pages, 228 KiB

Open AccessArticle

Toward Integrated and Inclusive Education for Sustainability with School–University Cooperation

by Johanna Naukkarinen and Laura Jouhkimo

Sustainability 2021, 13(22), 12486; https://doi.org/10.3390/su132212486 - 12 Nov 2021

Cited by 4 | Viewed by 1754

Abstract

Sustainable development has been a topic in the Finnish core curriculum for several years, but integrating this cross-cutting theme into a subject-based curriculum is perceived to be difficult. Hence, the city of Lappeenranta has developed its own educational model to support the development of pupils’ ecosocial attitudes and abilities. This study evaluates the implemented educational model by empirically examining the pupils’ perceptions of sustainability as well as studying differences between different groups of pupils. Analysis methods consisted of a combination of factor analysis, linear regression, and statistical tests for group differences. Young people were discovered to hold three different kinds of orientations to environmental issues and ecological sustainability. These were coupled with different perceptions of science, technology, and business in a way that indicates three different types of perceptions of a more holistic conception of sustainability. The significant differences in the sustainability-related perceptions between girls and boys as well as between pupils with different educational aspirations suggest that in the future, special attention needs to be paid to develop the educational model for better equity and inclusivity. Full article

14 pages, 236 KiB

Open AccessArticle

Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn

by Ying Ma

Sustainability 2021, 13(9), 4961; https://doi.org/10.3390/su13094961 - 28 Apr 2021

Cited by 11 | Viewed by 4396

Abstract

STEM education has drawn considerable international attention in recent decades. Current practices of STEM Education in China have shown that STEM is understood primarily as a policy-driven and economic problem. This paper challenges the reduced technical frameworks of STEM education and draws on the theoretical framework of the reconceptualization movement in the curriculum field. It aims to shift scientific or social science paradigms with languages of humanity to reapproach STEM education. STEM education is hence reconceptualized as praxis in its lived, ethical and historical dimensions. It would transform STEM education in China from being targeted for economic growth to attending to lived, nuanced and rich STEM experiences, structured by ethics and threaded by history. STEM teachers and teacher educators are advised to understand anew about STEM in their situatedness. STEM could serve as an opportunity to critically reflect on and research each discipline in greater depth with inter-disciplinary lenses. Instead of integrating science, technology, engineering and mathematics seamlessly to form omnipotent toolsets for the 21st-century workforce in China and on the international landscape, a reconceptualization of STEM as praxis could continue to generate more sustainable STEM education. Full article

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Published Papers (10 papers)

2023

Jump to: 2022, 2021

2022

Jump to: 2023, 2021

2021

Jump to: 2023, 2022

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