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Education Sciences
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Educational Research and Innovation in the First Global Catastrophe of...
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Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 27914

Special Issue Editors

Dr. Santiago Alonso-García

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Guest Editor
Department of Didactics and School Organization, University of Granada, 18010 Granada, Spain
Interests: teacher training; early childhood education; educational technology; sustainability education; social networks; educational innovation; active methodologies.
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. José-María Romero-Rodríguez

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Guest Editor
Department of Didactics and School Organization, University of Granada, 18010 Granada, Spain
Interests: mobile learning; educational technology; ICT; teacher training; higher education teaching; pedagogy; online learning; technology enhanced learning; social networks and social applications; internet risks
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. José Antonio Marín-Marín

E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Granada, 18010 Granada, Spain
Interests: educational guidance; teacher training; social education; educational technology; sustainability education; educational innovation; active methodologies; gamification; digital skills
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Davide Capperucci

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Guest Editor
Department of Education, Languages, Interculture, Literatures and Psychology, University of Florence, 50121 Florence, Italy
Interests: curriculum design; teacher and school leaders training; learning assessment; school evaluation; sustainability education; teaching for global competence; educational innovation; active and authentic methodologies
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In 2015, the UN adopted the 2030 Agenda for Sustainable Development, with the intention of halting the gaps and gradually closing them. In this way, the 17 Sustainable Development Goals are presented as a blueprint covering the most painful global challenges for the knowledge society, and here, we will approach Goal 4 on quality education. Education enables upward socioeconomic mobility and is key to escaping poverty and closing social gaps, but approximately one-fifth of the world’s school-age population is out of school.

This situation is exacerbated by the COVID-19 pandemic that has led to the temporary closure of schools, affecting more than 90% of students worldwide. This situation has affected the quality of their learning and has drastically changed their lives, especially those of the most vulnerable and marginalised children.

The use of active learning methodologies with the use of information and communication technologies is essential, as they improve the perception of learning and facilitate the teaching process. For this reason, this Special Issue seeks experiences and research that address issues related to active methodologies, online education, learning communities, gender equity, measures to reduce school dropout, and school literacy experiences and sustainability in the face of COVID-19, among other aspects addressed in the keywords.

We believe this Special Issue is timely for education because of the potential of the topic, as it covers an important area, quality education, highlighted by the SDGs of the UN’s 2020–2030 agenda and the post-pandemic context. Because of this, we expect to receive a significant number of manuscripts. As this is a topic of particular relevance in the field of education, it is hoped that this Special Issue will set a precedent and serve as a reference on the topic of today’s sustainable education challenges. It is therefore expected to be highly consulted and cited.

Dr. Santiago Alonso-García
Dr. José-María Romero-Rodríguez
Dr. José Antonio Marín-Marín
Dr. Davide Capperucci
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

  • quality education
  • COVID-19
  • sustainability
  • teacher training
  • educational innovation
  • active methodologies
  • ecosystem learning
  • 21st-century skills
  • sustainable development goals
  • information and communication technologies
  • inclusive education

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Published Papers (6 papers)

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Research

16 pages, 2108 KiB  
Article
Remote Teaching during COVID-19 Emergency: Teaching and Assessment Strategies and the Role of Previous Training
by Davide Capperucci, Irene Dora Maria Scierri, Ilaria Salvadori, Federico Batini, Giulia Toti, Giulia Barbisoni and Eleonora Pera
Educ. Sci. 2022, 12(10), 646; https://doi.org/10.3390/educsci12100646 - 23 Sep 2022
Cited by 3 | Viewed by 1632
Abstract
The Emergency Remote Teaching experience during the COVID-19 pandemic resulted in schools reviewing teaching methods and strategies. The Italian Society for Educational Research (SIRD) conducted a survey in which more than 16,000 Italian teachers took part. The aim of this study is to [...] Read more.
The Emergency Remote Teaching experience during the COVID-19 pandemic resulted in schools reviewing teaching methods and strategies. The Italian Society for Educational Research (SIRD) conducted a survey in which more than 16,000 Italian teachers took part. The aim of this study is to be a first step in analysing the data from the Tuscany and Umbria regions by comparing them with national data in relation to the teaching and assessment methods and strategies used, and with the previous teacher training in distance learning. Secondly, the paper aims to deepen the link between the use of certain teaching and assessment methods, the previous training, and the quality of the distance learning experience perceived by teachers. For this purpose, some items and scales from the questionnaire used in the SIRD survey and some categories from the qualitative analysis of the responses to the open-ended questions were selected. The study, first and foremost, revealed some peculiarities of the two regions, including Tuscany’s lower evaluation of the effectiveness of the experience. On the national level, a positive relationship was found between teachers using interactive teaching strategies and “alternative” assessment activities and the higher perception of both effectiveness for student learning and adequate performance assessment. Finally, the role of previous training is underlined as useful only if it is not generally technology-centred, but rather related to teaching and assessment methods in virtual learning environments. Full article
(This article belongs to the Special Issue Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education)
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20 pages, 2344 KiB  
Article
‘Sweet Acid’ An Interpretative Phenomenological Analysis of Students’ Navigating Regenerative Higher Education
by Bas van den Berg, Kim A. Poldner, Ellen Sjoer and Arjen E. J. Wals
Educ. Sci. 2022, 12(8), 533; https://doi.org/10.3390/educsci12080533 - 8 Aug 2022
Cited by 1 | Viewed by 2401
Abstract
Regenerative forms of higher education are emerging, and required, to connect with some of the grand transition challenges of our times. This paper explores the lived experience of 21 students learning to navigate a regenerative form of higher education in the Mission Impact [...] Read more.
Regenerative forms of higher education are emerging, and required, to connect with some of the grand transition challenges of our times. This paper explores the lived experience of 21 students learning to navigate a regenerative form of higher education in the Mission Impact course at The Hague University of Applied Sciences. This semester-length course ran for two iterations with the intention of connecting the students with local transitions towards a more circular society, one where products are lasting and have multiple lives when they are shared, refurbished, or become a source for a new product. At the end of each iteration, the students reflected on their experience using the Living Spiral Framework, which served as basis for an interpretative phenomenological analysis of their journey navigating this transformative course. The results of this study include four themes; (1) Opting in—Choosing RHE, (2) Learning in Regenerative Ways, (3) Navigating Resistance(s), and (4) Transformative Impacts of RHE. These themes can be used by practitioners to design and engage with regenerative forms of higher education, and by scholars to guide further inquiry. Full article
(This article belongs to the Special Issue Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education)
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19 pages, 615 KiB  
Article
Analysis of the Educational Administration of the Public Educational Centers of Andalusia (Spain): The Role of the Manager in the Face of New Social Challenges
by Maximiliano Ritacco-Real, Daniel Garrote-Rojas, Francisco Javier Jiménez-Ríos and Francisco Miguel Rodríguez-Martínez
Educ. Sci. 2022, 12(6), 422; https://doi.org/10.3390/educsci12060422 - 20 Jun 2022
Viewed by 2752
Abstract
The advance and influence of neoliberalisation processes has changed the way of understanding and managing the educational system under a New Public Management (NPM) of education that integrates the values of the free market, competitiveness, accountability, external evaluation, etc. The objective of this [...] Read more.
The advance and influence of neoliberalisation processes has changed the way of understanding and managing the educational system under a New Public Management (NPM) of education that integrates the values of the free market, competitiveness, accountability, external evaluation, etc. The objective of this work is to analyse Andalusian headteachers’ perceptions of their professional practices from within the context of neoliberal and neo-conservative processes. The methodology used is based on a qualitative research approach, where we analyse the implications of neoliberal processes and NPM in the school principalship in Andalusia (Spain). The sample of participants was consolidated into 15 principals belonging to public high schools. For data collection, in-depth interview was used. Information analysis applies content analysis and its assembly with the grounded theory. The results are expressed in four categories that refer to the implications of neoliberal processes and NGP in the school principalship. There is a tendency to redefine the role of the headteacher as a manager. The discussion and conclusions point out how the neoliberal processes and the NPM are reconfiguring the school principalship towards a “manager-administrator” profile, a management instrument with administrative functions and an agent for assessment in the school. In this context, there are also processes of confrontation and discomfort with these transformations in the principal’s role. Full article
(This article belongs to the Special Issue Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education)
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12 pages, 306 KiB  
Article
Resistances to Educational Change: Teachers’ Perceptions
by Lucía Lomba-Portela, Sara Domínguez-Lloria and Margarita Rosa Pino-Juste
Educ. Sci. 2022, 12(5), 359; https://doi.org/10.3390/educsci12050359 - 20 May 2022
Cited by 8 | Viewed by 11103
Abstract
Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. [...] Read more.
Educational changes require a great effort on the part of the entire educational community and, above all, the active involvement of teachers. The aim of this article was to analyze the main resistances to change that predominate among teachers at different educational stages. Through a non-experimental design, using an online questionnaire, teachers’ beliefs about factors influencing resistance to change were collected. The results indicate that the participants do not have great resistance to educational change and that legislative changes and the perception of teachers as having excessive functions are the most common aspects of resistance. There is greater resistance to change among men and in public schools and as the experience and age of the teaching staff increases. Based on the results, it is suggested that the educational center be placed as the unit of change, increasing the leadership of the director to carry out the changes suggested by the center itself, fostering teamwork among teachers, and institutionally supporting innovative initiatives that are evaluated or facilitating teacher training in relation to their teaching practice. Full article
(This article belongs to the Special Issue Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education)
14 pages, 750 KiB  
Article
Validation of the Questionnaire on Reading Preferences and Habits of Primary School Pupils at Risk of Social Exclusion
by Magdalena Ramos-Navas-Parejo, María Pilar Cáceres-Reche, José-Antonio Marín-Marín and Juan José Victoria-Maldonado
Educ. Sci. 2022, 12(5), 332; https://doi.org/10.3390/educsci12050332 - 9 May 2022
Cited by 3 | Viewed by 4559
Abstract
The acquisition of the habit of reading is a fundamental issue for primary school pupils, as it contributes to the integral education of the person and, in some cases, may be essential for pupils to remain in the educational system and to escape [...] Read more.
The acquisition of the habit of reading is a fundamental issue for primary school pupils, as it contributes to the integral education of the person and, in some cases, may be essential for pupils to remain in the educational system and to escape social exclusion. In order to carry out research on reading promotion in socially disadvantaged contexts, it is necessary to have an appropriate instrument for these profiles. The aim of this work was to adapt and validate a questionnaire on reading habits and preferences that is suitable for pupils in the first cycle of primary education who are at risk of social exclusion. To this end, a mixed qualitative and quantitative methodology was used to analyse the content validity and the construct validity, which obtained, as a result, a high correlation between the variables, an appropriate factor analysis, a high overall reliability of the instrument and, in general, an adequate model to correctly explain the data of the proposed structure. We concluded by obtaining a 22-item questionnaire that is divided into five factors and that will be appropriate for determining the reading habits and tastes of disadvantaged pupils, as well as the influence of families and schools in the task of encouraging reading. Full article
(This article belongs to the Special Issue Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education)
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12 pages, 476 KiB  
Article
Influence of an Educational Innovation Program and Digitally Supported Tasks on Psychological Aspects, Motivational Climate, and Academic Performance
by Raquel Vaquero-Cristóbal, Lucía Abenza-Cano, Mario Albaladejo-Saura, Lourdes Meroño, Pablo J. Marcos-Pardo, Francisco Esparza-Ros and Noelia González-Gálvez
Educ. Sci. 2021, 11(12), 821; https://doi.org/10.3390/educsci11120821 - 18 Dec 2021
Cited by 6 | Viewed by 3269
Abstract
Background: In university education, there is a need to provide students with the ability to use knowledge, and it has been shown that the cooperative model, with respect to information and communication technology (ICT), is effective. The aim of this study was to [...] Read more.
Background: In university education, there is a need to provide students with the ability to use knowledge, and it has been shown that the cooperative model, with respect to information and communication technology (ICT), is effective. The aim of this study was to analyze the influence of an educational innovation program, based on the jigsaw technique and digitally supported tasks, on the psychological aspects, motivational climate, and academic performance of university students. Methods: A quasi-experimental study was conducted with an experimental group consisting of 100 university students (mean age: 21.84 ± 1.50 years). The motivational climate and the basic psychological needs in education, intrinsic motivation, academic self-concept, and academic performance were measured. Results: Significant increases were found in all variables after the intervention (p < 0.006–0.001), except for the variable, ego-motivational climate. The covariate perception of prior competences was significant for the model (p < 0.001). The students who had chosen a specific topic to develop with the jigsaw technique obtained a better grade than the rest of their classmates when the student’s academic performance was included as a covariate (p < 0.001). Conclusions: The psychological aspects, motivational climates, and academic performances of university students improved after the implementation of an educational innovation program, based on the cooperative learning model with the jigsaw technique, and the use of digitally supported tasks. Full article
(This article belongs to the Special Issue Educational Research and Innovation in the First Global Catastrophe of the 21st Century: Committed to Education)
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