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Education Sciences
Special Issues
Innovation, Didactics, and Education for Sustainability
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Innovation, Didactics, and Education for Sustainability

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

Deadline for manuscript submissions: 31 August 2025 | Viewed by 7871

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

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  • 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 policies can be found here.

Published Papers (6 papers)

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Research

25 pages, 1011 KiB  
Article
Prepared to Ensure Quality Education for All? A Comparative Study of Pre-Service Teachers’ Self-Efficacy for Inclusion in Spain and the United States
by Cristina Miralles-Cardona, María-Cristina Cardona-Moltó, Renáta Tichá and Brian H. Abery
Educ. Sci. 2025, 15(5), 535; https://doi.org/10.3390/educsci15050535 (registering DOI) - 26 Apr 2025
Viewed by 225
Abstract
The 2030 Agenda for Sustainable Development calls for quality, inclusive education for all through Sustainable Development Goal 4 (SDG 4). Given the central role of teachers in achieving this goal, this study examined (1) whether pre-service elementary teachers develop self-efficacy for inclusive teaching [...] Read more.
The 2030 Agenda for Sustainable Development calls for quality, inclusive education for all through Sustainable Development Goal 4 (SDG 4). Given the central role of teachers in achieving this goal, this study examined (1) whether pre-service elementary teachers develop self-efficacy for inclusive teaching by graduation and (2) whether self-efficacy varies according to the type of teacher education program (general vs. dual) and the opportunities provided to learn inclusive teaching strategies. Using a non-experimental, cross-sectional comparative design, we surveyed 330 pre-service elementary teachers in the United States and Spain, enrolled in two distinct teacher education pathways. Participants completed the Teacher Self-Efficacy for Inclusive Practice (TEIP) and Opportunity to Learn to Teach Inclusively (OLTI) scales. Results revealed moderate levels of self-efficacy for inclusive teaching overall. Spanish participants in general teacher education programs reported significantly lower self-efficacy than U.S. participants in dual certification programs. Regardless of program type, those with greater opportunities to learn inclusive teaching strategies reported significantly higher self-efficacy. Notably, opportunity to learn was found to moderate the relationship between program type and self-efficacy. These findings highlight the critical role of practice-based opportunities in developing teachers’ confidence in inclusive education. Embedding such opportunities in teacher preparation is essential for advancing sustainable, inclusive education systems worldwide. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
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22 pages, 1230 KiB  
Article
Effectiveness of a Training Program on the Psychological Well-Being and Self-Efficacy of Active Teachers, Controlling for Gender and Experience
by Andrea Izquierdo, Teresa Pozo-Rico, Cristina Pérez-Rico, Carlos Fernández-García, Juan-Luis Castejón and Raquel Gilar-Corbi
Educ. Sci. 2025, 15(3), 382; https://doi.org/10.3390/educsci15030382 - 19 Mar 2025
Viewed by 426
Abstract
Psychological well-being and teacher self-efficacy are essential dimensions for ensuring effective educational performance and high-quality teaching. Fostering these competencies in educators is key to addressing the challenges associated with the current educational system. This study evaluated the effectiveness of a training program designed [...] Read more.
Psychological well-being and teacher self-efficacy are essential dimensions for ensuring effective educational performance and high-quality teaching. Fostering these competencies in educators is key to addressing the challenges associated with the current educational system. This study evaluated the effectiveness of a training program designed to enhance these two dimensions in teachers, taking gender and years of experience as covariates. The sample included 143 primary school teachers from Alicante (Spain), with an average age of 42.4 years and a mean of 14.14 years of professional experience. Of the participants, 58.3% were women and 41.7% were men. Psychological well-being was measured using Ryff’s scale, while teacher self-efficacy was assessed with Skaalvik and Skaalvik’s scale. Using an experimental design with control and experimental groups, along with pre-test and post-test evaluations, the program’s effects were analyzed through a general linear model for repeated measures. Results showed significant improvements in psychological well-being and self-efficacy in the experimental group. Although teaching experience proved to be a significant covariate, the program was effective in controlling for this effect. These findings highlight the feasibility of designing effective training interventions to strengthen teachers’ competencies. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
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18 pages, 547 KiB  
Article
Training in Graphic Design and Social Sustainability: A SEM-PLS Study on Professional Influence on Students
by Daniel Bucio-Gutierrez, Eduardo Arvizu-Sánchez, Blanca L. Díaz-Mariño, Lisbeth América Brandt-García, Avecita Gatica-Gómez and Miguel Reyna-Castillo
Educ. Sci. 2025, 15(2), 231; https://doi.org/10.3390/educsci15020231 - 13 Feb 2025
Viewed by 666
Abstract
Both the profession and education of graphic design have embraced the sustainability trend. However, in emerging contexts like Mexico, the focus on environmental issues often overshadows the social dimension of sustainability. This study, unique in its focus, examines, from the students’ perception, the [...] Read more.
Both the profession and education of graphic design have embraced the sustainability trend. However, in emerging contexts like Mexico, the focus on environmental issues often overshadows the social dimension of sustainability. This study, unique in its focus, examines, from the students’ perception, the influence of social sustainability (SS) practices in design professionals on the SS orientation of graphic design students. Using a Partial Least Squares Structural Equation Model (SEM-PLS) for non-parametric statistical analysis, data from n 136 university students were collected. The results reveal a positive influence of SS professional practices on student orientation toward general sustainability and SS. Notably, this study identified a significant indirect relationship, underscoring the importance of integrating a socially sustainable perspective into academic training. This finding supports the notion that students, when exposed to socially responsible practices in their professional environment, cultivate a culture of sustainability that encompasses the social and community aspects of the discipline. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
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25 pages, 1588 KiB  
Article
Rethinking Economics Education: Student Perceptions of the Social and Solidarity Economy in Higher Education
by Asier Arcos-Alonso, Itsaso Fernandez de la Cuadra-Liesa, Amaia Garcia-Azpuru and Mikel Barba Del Horno
Educ. Sci. 2025, 15(1), 27; https://doi.org/10.3390/educsci15010027 - 30 Dec 2024
Viewed by 1170
Abstract
This article emphasises the critical role higher education institutions (HEIs) play in fostering critical knowledge and social cohesion by exploring students’ perceptions of the social and solidarity economy (SSE). It addresses the need for a more diverse curricular approach within HEIs, particularly in [...] Read more.
This article emphasises the critical role higher education institutions (HEIs) play in fostering critical knowledge and social cohesion by exploring students’ perceptions of the social and solidarity economy (SSE). It addresses the need for a more diverse curricular approach within HEIs, particularly in economics and business education, to challenge the dominance of the neoclassical model. This study, conducted at the Faculty of Economics and Business (FEB) of the University of the Basque Country, investigates whether students perceive the SSE as a viable alternative to the current economic paradigm and its necessity and innovation in higher education. Utilizing a free-association questionnaire and Iramuteq software analysis, the findings reveal a strong demand for a more inclusive educational framework that incorporates heterodox economic theories, especially the SSE. This research contributes to the discourse on integrating SSE into economics and business courses as part of university social responsibility (USR), highlighting its unique social values. Full article
(This article belongs to the Special Issue Innovation, Didactics, and Education for Sustainability)
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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 2303
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 2 | Viewed by 1572
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)
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