Education for Sustainable Development and Science Teaching

Topic Information

Dear Colleagues,

For several decades, it has been assumed that human influence causes an imbalance between economic development, social welfare and environmental protection that cannot be easily neutralised. The various appeals from the international scientific community, NGOs and the UN itself have had less impact than expected, although we can recently find these issues integrated into the educational curriculum in several countries. It therefore seems urgent and necessary to involve the educational field at all levels to take the necessary actions to address the situation. In particular, since the 2030 Agenda was proposed, several universities and research institutions highlight the need to develop sustainable education. Various efforts and proposals related to quality education, poverty, development, human rights and care for the environment are part of the strategic plans of institutions and are ongoing goals that are promoted at all levels of education. In addition, in order to achieve the Sustainable Development Goals (SDGs), institutions promote various activities such as the proposal of several conferences focused on the SDGs, the funding of research and innovation grants, the promotion of associations and social groups, regional, national and European projects and grants, and specific actions for each goal. It seems logical to think that the seed should be planted in education. As students first, and then as citizens, Education for Sustainable Development will provide the acquisition of skills, competences and attitudes, as well as the knowledge and values needed to provide a sustainable future for all. Although there are already important initiatives that are proving capable of raising students' interest in these issues, many of them are limited in scope. Further dissemination in an appropriate context could enable them to be applied on a wider scale and have a greater impact. The aim of this Special Issue is to bring together the most relevant current contributions in this field to serve as a model and example for others, convinced that only with the involvement of educators will it be possible to create true education for sustainable development. Therefore, we are honoured to serve as the guest editors of this Special Issue, which will contain articles related to the field of Education for Sustainable Development. We cordially invite researchers to submit their contributions, both original research articles and review articles, for this Special Issue.

Dr. José Benito Vázquez Dorrío
Prof. Dr. Araceli Queiruga-Dios
Dr. Manuel Filipe P. C. M. Costa
Prof. Dr. Miguel Ángel Queiruga Dios
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Education Sciences education	3.0	4.0	2011	21.6 Days	CHF 1400	Submit
European Journal of Investigation in Health, Psychology and Education ejihpe	3.2	3.5	2011	24.1 Days	CHF 1400	Submit
Sustainability sustainability	3.9	5.8	2009	18.3 Days	CHF 2400	Submit
Trends in Higher Education higheredu	-	-	2022	15.0 days *	CHF 1000	Submit

* Median value for all MDPI journals in the first half of 2023.

Published Papers (2 papers)

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All Education Sciences EJIHPE Sustainability Trends in Higher Education

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14 pages, 773 KiB  

Open AccessArticle

Contribution of European University Alliances to Education for Sustainable Development and to the SDGs: A Case Study on the Circular EELISA Community

by

Beatriz Martín Bautista-Cerro

,

Anabel Castillo-Rodríguez

and

Justo García-Navarro

Sustainability 2023, 15(23), 16181; https://doi.org/10.3390/su152316181 - 22 Nov 2023

Viewed by 362

Abstract

European University Alliances are increasingly crucial to promoting Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) through research, education, and innovation. In this line, the Circular EELISA Community was created as part of the European Alliance of EELISA Universities. This [...] Read more.

European University Alliances are increasingly crucial to promoting Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) through research, education, and innovation. In this line, the Circular EELISA Community was created as part of the European Alliance of EELISA Universities. This study aims to analyse the contribution of the Circular EELISA Community to ESD and the SDGs, evaluating its contribution according to the impact level of EELISA credentials and the community contribution by year. To conduct this analysis, EELISA credentials, which were awarded to 533 participants in 19 activities between 2022 and 2023, were used as indicators of contribution. The results reveal significant community impact on SDGs 9, 11, and 12, with impact level 2 (knowledge) and increased input in 2023. The Circular EELISA Community positively contributes to ESD and the SDGs. Although the SDGs must be addressed from a systemic perspective, developing tools allows us to deepen our knowledge of concepts such as sustainable development, which can sometimes be ambiguous. This study could facilitate, for students, education professionals, politicians, and all interested parties, identifying appropriate competencies and pedagogies that empower citizens to meet global environmental priorities from socioeconomic and technological perspectives. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

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18 pages, 4977 KiB  

Open AccessArticle

Effectiveness of Fine Dust Environmental Education on Students’ Awareness and Attitudes in Korea and Australia Using AR Technology

by

Kon Joon Bhang

and

Jung Rim Huh

Sustainability 2023, 15(22), 16039; https://doi.org/10.3390/su152216039 - 17 Nov 2023

Viewed by 339

Abstract

This study evaluated the influence of fine dust environmental education on 90 elementary and middle school students, taking into account factors such as sex, place of residence, experience with environmental education, and experience with augmented reality (AR). The goal was to assess changes [...] Read more.

This study evaluated the influence of fine dust environmental education on 90 elementary and middle school students, taking into account factors such as sex, place of residence, experience with environmental education, and experience with augmented reality (AR). The goal was to assess changes in students’ awareness and attitudes towards fine dust. Results showed that fine dust environmental education positively influenced students’ awareness of fine dust. Further analysis by factors revealed that the education was effective regardless of these factors. In addition to increasing awareness of the seriousness of fine dust, students’ attitudes also changed positively. The study conducted a statistical analysis of changes in 10 types of attitudes among the target students before and after our education. After the implementation of the education, students’ attitudes changed positively in all 10 types of attitudes, including checking the weather, restricting activities, personal hygiene, wearing masks, environmental education, separating garbage and cleaning, classroom silence, classroom ventilation, home cleaning, and home environment with statistical significance. These findings underscore the effectiveness and importance of combining fine-dust environmental education with AR technology and can inform the planning of educational programs aimed at improving students’ awareness and attitudes. Full article

(This article belongs to the Topic Education for Sustainable Development and Science Teaching)

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