Teacher Education and Education for Sustainability
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 31 August 2026 | Viewed by 1
Special Issue Editors
Interests: education for sustainable development; teacher training; education; service-learning projects
Interests: education for sustainable development; teacher training; education
Interests: education for sustainable development; teacher training; education
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
Integrating sustainability into teacher education is essential to fostering transformative learning and social responsibility in future generations, and this Special Issue, “Teacher Education and Education for Sustainability”, explores how teacher education programs can integrate sustainability as a fundamental pedagogical and ethical principle, preparing educators capable of cultivating ecological awareness, social justice, and global citizenship among their students.
We invite theoretical and empirical contributions that examine innovative models, methodologies, and policies that link teacher professionalization with education for sustainability. Topics of interest include curriculum design for sustainability competencies, hands-on experiences that foster critical reflection and community engagement, service-learning (SL) approaches, and the role of digital and STEAM-based pedagogies in promoting sustainable mindsets. Special attention will be paid to studies that highlight transdisciplinary perspectives and the integration of the United Nations Sustainable Development Goals (SDGs) into teacher education institutions.
In addition, this Special Issue welcomes reflections on institutional transformations and collaborative frameworks that support sustainability in academic and local communities. Comparative and international studies are encouraged, as are analyses of policy implications and evaluations of educational programs aligned with education for sustainable development (ESD).
By bringing together research and practice from diverse educational contexts, this Special Issue aims to strengthen the global dialog on teacher education for sustainability and contribute to the development of more aware, empowered, and resilient education systems, capable of leading the transition towards sustainable futures.
Dr. María Teresa Fuertes Camacho
Dr. Sílvia Albareda-Tiana
Dr. María del Carmen Solís-Espallargas
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 double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly 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 1800 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
- teacher education for sustainability
- education for sustainable development (ESD)
- sustainability competences
- teacher professional development
- service-learning (ApS)
- practicum and reflective practice
- transformative learning
- transdisciplinary education
- curriculum innovation
- global citizenship education
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