Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
4.8
2.5
Journals
Education Sciences
Special Issues
Innovation, Didactics, and Education for Sustainability
share announcement

Innovation, Didactics, and Education for Sustainability

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

Deadline for manuscript submissions: 30 December 2024 | Viewed by 3482

Special Issue Editors

Dr. Gladys Merma-Molina

E-Mail Website
Guest Editor
Faculty of Education, University of Alicante; Carretera San Vicente del Raspeig s/n, 03690 San Vicente del Raspeig, Alicante, Spain
Interests: education for sustainable development; gender equality and equity; research on coexistence and conflicts in the educational context
Special Issues, Collections and Topics in MDPI journals
Dr. Mayra Urrea-Solano

E-Mail Website
Guest Editor
Faculty of Education, University of Alicante; Carretera San Vicente del Raspeig s/n, 03690 San Vicente del Raspeig, Alicante, Spain
Interests: gender equality in higher education institutions; education for sustainable development; teacher training; integration of information and communication technologies in teaching and learning processes
Special Issues, Collections and Topics in MDPI journals
Dr. Diego Gavilán-Martín

E-Mail Website
Guest Editor
Faculty of Education, University of Alicante; Carretera San Vicente del Raspeig s/n, 03690 San Vicente del Raspeig, Alicante, Spain
Interests: education for sustainable development; key competencies; identity and gender
Special Issues, Collections and Topics in MDPI journals
Dr. María J. Hernández-Amorós

E-Mail Website
Guest Editor
Faculty of Education, University of Alicante, Carretera San Vicente del Raspeig s/n, San Vicente del Raspeig, 03690 Alicante, Spain
Interests: educational leadership for sustainable development; educational management and innovation; professional teacher development; tutoring in higher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The global issues facing today's society, such as poverty, inequality, armed conflicts, and climate change, require a rapid transformation, which must be promoted by all social institutions, especially those of an educational nature.

Education and innovation have a common purpose: to form more aware people and societies capable of tackling environmental, economic, and social problems through scientific and technological advances. On the other hand, didactics, as a discipline in theoretical–practical pedagogy, plays a crucial role in education for sustainable development (ESD). Active teaching methods facilitate a deeper understanding of socioeconomic and environmental issues, encouraging students to reflect and act sustainably. 

Innovation, didactics, and ESD are determined by teacher training in competencies such as critical thinking, system thinking, foresight, individual action, collective action, and collaboration. If teachers have these skills it will be possible to educate committed citizens who contribute to sustainability, and it will be possible to carry out responsible actions in favor of a just society, environmental integrity, and economic viability. It is, therefore, necessary to innovate educational practices by implementing, developing, and evaluating processes to improve the quality of learning. 

Given the need to promote changes in the conception of the educational process, this Special Issue is published in collaboration with the "1st International Congress on Innovation, Didactics and Education for Sustainability" (CIIDES-2024). It is, therefore, open to participants in the Congress and any researcher or teacher who has not participated in this event and is interested in educational research at the theoretical and practical levels.

People from all areas of knowledge and educational stages can share their knowledge and experiences on education for sustainable development. Manuscripts with an emphasis on the following themes are invited: 

  • Educational innovation for sustainable development.
  • Initial teacher training for sustainable development.
  • Teacher training with a gender focus.
  • Professional development/continuous training for sustainability.
  • Leadership and educational management for sustainability.
  • Key/transversal competencies for sustainable development.
  • Specific competencies for sustainable development.
  • Psychology and education for sustainable development.
  • University curricula and sustainability.
  • Evaluation and quality of education.
  • Active teaching-learning methods for ESD.
  • ICT and education for sustainable development.
  • Inclusive education and sustainability.
  • Innovative educational experiences for sustainability.
  • Physical education and sports, and sustainability.
  • Environmental education.
  • Education for citizenship and social justice.
  • Curriculum and sustainable development. 

I/We look forward to receiving your contributions. 

Dr. Gladys Merma-Molina
Dr. Mayra Urrea-Solano
Dr. Diego Gavilán-Martín
Dr. María J. Hernández-Amorós
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

  • educational innovation
  • didactics and sustainability
  • education for sustainable development
  • teacher training and sustainability
  • ICT and sustainable development
  • physical and sports education and sustainability
  • environmental education
  • curriculum and sustainable development
  • citizenship education
  • social justice
  • leadership and sustainability
  • gender and sustainability

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (2 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

23 pages, 317 KiB  
Article
Global Citizenship Education and Its Role in Sustainability at the University Level
by Anna Monzó-Martínez, Eva Ortiz-Cermeño and María Pilar Martínez-Agut
Educ. Sci. 2024, 14(8), 847; https://doi.org/10.3390/educsci14080847 - 6 Aug 2024
Viewed by 1329
Abstract
The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and [...] Read more.
The contents linked to the Sustainable Development Goals (SDGs) should be introduced in studies in the field of education. This research analyzes the knowledge of the Sustainable Development Goals (SDGs) and the 2030 Agenda among 477 participants from the University of Murcia and the University of Valencia in the Degree of Primary Education, Social Education, and the Master of Teacher Training in the Faculty of Education. A descriptive–comparative methodology with a quantitative approach was used based on an ad hoc questionnaire. The educational intervention included theoretical–practical modules on the SDGs and citizenship, with academic readings and case studies on the implementation of the SDGs in various sectors, which positively impacted future education professionals who were to be part of their initial training. The results showed significant differences in the knowledge of the SDGs between the experimental group and the control group at the end of the term, especially among the experimental group, which worked on the SDG concepts in the subjects taken. Greater knowledge was also observed among the students with a Social Education degree who took a subject related to this topic. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
16 pages, 1092 KiB  
Article
Validation and Standardization of a Questionnaire for the Self-Assessment of Service-Learning Experiences in Higher Education (QaSLu-27)
by Elena López-de-Arana Prado, Pilar Aramburuzabala, Rosario Cerrillo and Roberto Sánchez-Cabrero
Educ. Sci. 2024, 14(6), 615; https://doi.org/10.3390/educsci14060615 - 6 Jun 2024
Cited by 1 | Viewed by 1089
Abstract
There has been a proliferation of service-learning practices in many disciplines of higher education. Although there are many instruments to assess various aspects related to service-learning, only a few are valid and reliable. This research tries to fill that gap by providing an [...] Read more.
There has been a proliferation of service-learning practices in many disciplines of higher education. Although there are many instruments to assess various aspects related to service-learning, only a few are valid and reliable. This research tries to fill that gap by providing an optimal instrument. To this end, 118 educators from 43 higher education institutions participated in the validation process. Sampling was incidental and based on opportunity. Participants were asked to fill in the Questionnaire for the Self-assessment of University Service-learning Experiences—45 (QaSLu-45), which consists of 45 items with a 5-point Likert scale and was validated qualitatively through the Delphi method in 2020. To validate the questionnaire psychometrically, four steps were followed. First, an exploratory factor analysis of the main components was performed. Next, robust unweighted least squares factor exploratory analysis was carried out. Then, the goodness-of-fit and reliability of the final questionnaire were calculated. Finally, the scales for the new reduced QaSLu-27 were established. These results provide a valid, robust, reliable instrument, the QaSLu-27, which not only facilitates the evaluation of service-learning experiences for improving teaching and learning processes but can also be useful for their design. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-2
Back to TopTop