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Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (12 October 2024) | Viewed by 25893

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Special Issue Editors

Prof. Dr. Gökmen Dağlı

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Guest Editor

Faculty of Education, Societal Research and Development Center, University of Kyrenia, Kyrenia, Cyprus
Interests: management; strategic planning; higher education; quality
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Fahriye Altınay

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Guest Editor

Institute of Graduate Studies, Societal Research and Development Center, Faculty of Education, Near East University, Nicosia, Cyprus
Interests: technology; management; quality; disability; online education; sustainability
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Zehra Altınay

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Guest Editor

Societal Research and Development Center, Faculty of Education, Near East University, Nicosia, Cyprus
Interests: technology; management; quality; disability; online education; sustainability
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Sustainable Goals shed a light on enrichment of societies. In this respect, social, economic, environmental, cultural, and political/governance aspects make consideration of the quality of life (Martinez, et al, 2020). 2030 Agenda Sustainable Development, issues are arisen on “People,” “Planet,” “Prosperity,” “Peace,” and “Partnership which quality of life is considered as public policy for all societies (Murgas, et al, 2022). Engagement to technology in digital transformation and also effect of Covid 19 raise the issue of questioning the importance of education for quality of life. Especially in educational strategies, transformation becomes important. Ways of learning and teaching transform for the future of education. In this respect, a perspective transformation leads to “a more fully developed (more functional) frame one that is more (a) inclusive, (b) differentiating, (c) permeable, (d) critically reflective, and (e) integrative of experience” (Mezirow, 1996, p. 163). A perspective transformation often occurs either through a series of cumulative transformed meaning schemes or as a result of an acute personal or social crisis, for example, a natural disaster, the death of a significant other, divorce, a debilitating accident, war, job loss, or retirement, new way of life with new codes of behaviors by the support of sustainable development goals for the quality of education is essential.

This issue encapsulates challenges and opportunities in transformative learning and teaching for education to sustainable development.

Following themes can be considered in this issue;

education for sustainable development
technology for transformative learning and teaching
management

In this Special Issue, original research articles and reviews are welcome. Research areas may include (but not limited to) the following:

emerging technologies
training
management
quality
professional development
transformative learning and teaching
sustainable development

Prof. Dr. Gökmen Dağlı
Prof. Dr. Fahriye Altınay
Prof. Dr. Zehra Altınay
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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.

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Published Papers (9 papers)

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Editorial

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3 pages, 126 KiB

Open AccessEditorial

Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching

by Gokmen Dagli, Fahriye Altinay and Zehra Altinay

Sustainability 2025, 17(6), 2440; https://doi.org/10.3390/su17062440 - 11 Mar 2025

Viewed by 1122

Abstract

The Sustainable Development Goals shed light on the enrichment of societies [...] Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

Research

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26 pages, 2686 KiB

Open AccessArticle

The Performance and Qualitative Evaluation of Scientific Work at Research Universities: A Focus on the Types of University and Research

by Dmitry A. Radushinsky, Egor O. Zamyatin, Alexandra I. Radushinskaya, Ivan I. Sytko and Ekaterina E. Smirnova

Sustainability 2024, 16(18), 8180; https://doi.org/10.3390/su16188180 - 19 Sep 2024

Cited by 4 | Viewed by 2482

Abstract

The successful implementation of scientific research is one of the key factors for sustainable development, including the development of tertiary education. A leading or “world-class university”, today, transfers knowledge to innovation, bearing the concept of “academic excellence”, and features of “research” and “entrepreneurial” universities highly match the SDGs. This article presents an analysis for scientific quality-assessing indicators at research universities. It also studies university science models in different countries, the features of university types—engineering (technical or technological) and comprehensive (multidisciplinary)—and the arising problems with their possible solutions for university science on the whole. The authors suggested a composition of indicators for assessing the quality of the fundamental scientific research and engineering project results and the performances of universities’ specialized scientific units. The respondents of the survey weighed the significance of the indicators. The research used methods of analysis, brainstorming, Ishikawa diagram building, and a survey of specialists. The results obtained can be useful for the improvement of quality management systems (QMSs) at research universities. Some implications of this study could be extended to improve QMS and management processes of specialized scientific organizations that belong to the state, business, and non-profit sectors of science. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

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16 pages, 289 KiB

Open AccessArticle

Future of Undergraduate Education for Sustainable Development Goals: Impact of Perceived Flexibility and Attitudes on Self-Regulated Online Learning

by Kadir Demir

Sustainability 2024, 16(15), 6444; https://doi.org/10.3390/su16156444 - 27 Jul 2024

Cited by 1 | Viewed by 2920

Abstract

The COVID-19 pandemic accelerated the adoption of online learning, particularly in higher education institutions. This shift underscores the importance of sustainable education practices aligned with the United Nations’ Sustainable Development Goals (SDGs). SDG 4 emphasizes inclusive and equitable quality education, highlighting how online learning environments can enhance accessibility and flexibility for students worldwide. SDG 9 underscores the role of technological advancements in education. SDG 10 focuses on reducing inequality within and among countries, and online education can bridge educational disparities by offering flexible learning options to diverse socioeconomic backgrounds. SDG 17 emphasizes the importance of partnerships, which have been crucial in developing effective online learning solutions. This study investigates the relationship between undergraduate students’ self-regulated online learning, perceived flexibility, and attitudes towards the use of distance learning environments at a state university in İzmir, Türkiye. Utilizing a survey-type correlational research model, data were collected from 300 undergraduate students. The results indicate that undergraduate students exhibit high-level self-regulation, perceive moderate flexibility, and hold positive attitudes towards the use of distance learning environments. The analysis showed that self-regulated online learning is moderately correlated with perceived flexibility and strongly correlated with attitudes towards the use of distance learning environments. These findings suggest that both perceived flexibility and positive attitudes towards the use of distance learning environments play important roles in predicting self-regulated online learning. This research provides valuable insights for educators and institutions aiming to enhance the online learning experience by promoting self-regulated learning behaviors and flexible learning environments. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

19 pages, 561 KiB

Open AccessArticle

Sustainable Inclusive Framework Studio for Inclusive Education—Perceptions of Teachers, Parents, and Students in United Arab Emirates

by Smitha Dev, Mary George, Sidra Rafique, Maruthi Vaddapalli, Sreethi Nair and Asmaa Al Hameli

Sustainability 2024, 16(15), 6367; https://doi.org/10.3390/su16156367 - 25 Jul 2024

Cited by 2 | Viewed by 2110

Abstract

Inclusive education has gained recognition worldwide, with schools and universities adopting various approaches to prioritize inclusivity. However, the challenges faced by educational institutions in this process cannot be ignored. Addressing these challenges is essential in creating a more inclusive society that values and celebrates diversity. This study aims to introduce a model called the Sustainable Inclusive Framework Studio (SIF Studio), which incorporates inclusiveness principles. This model draws from Lev Vygotsky’s social constructivism and Albert Bandura’s behavior modeling theories. SIF Studio is a framework that emphasizes inclusivity, sustainability, and innovation in education. A quantitative approach is employed to explore the perceptions of teachers, parents, and students regarding the implementation of SIF Studio. The study results revealed that there is a significant difference in the perceptions of students, teachers, and parents before and after the introduction of SIF Studio. By designing and developing SIF Studio specifically for educational institutions, this research aims to bridge the gap between inclusivity goals and practical implementation while aiming for the sustainability goals alongside this. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

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16 pages, 745 KiB

Open AccessArticle

Assessment of Factors Influencing Educational Effectiveness in Higher Educational Institutions

by Yurii Vasilev, Polina Vasileva, Olga Batova and Anna Tsvetkova

Sustainability 2024, 16(12), 4886; https://doi.org/10.3390/su16124886 - 7 Jun 2024

Cited by 8 | Viewed by 3281

Abstract

This paper discusses the results of the study of educational effectiveness at the tertiary level. It contains an overview of the research considering the quality and effectiveness of higher education development, the issues of creating criteria for their assessment and measurement. The four groups of factors (“Man”, “Milieu”, “Material”, “Method”) for evaluating educational effectiveness were determined, totally including 65 points. The results of the students’ surveys revealed the most significant factors as well as the least crucial ones influencing educational effectiveness in higher educational institutions. The total number of respondents was 279. It was found that the subgroup of factors “Teacher’s competence” is the most important from the viewpoint of the respondents, while the subgroup “Infrastructure facilities” is the least valuable one. The priority measures list was given, the implementation of which will make it possible to increase educational effectiveness in higher educational institutions. Methods such as Ishikawa diagram building, brainstorming and the survey of students were used for achieving the objectives of this research. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

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29 pages, 960 KiB

Open AccessArticle

Online Learning and Teaching during the COVID-19 Pandemic in Higher Education in Qatar

by Noof M. AlQashouti, Mohammed Yaqot and Brenno C. Menezes

Sustainability 2024, 16(6), 2265; https://doi.org/10.3390/su16062265 - 8 Mar 2024

Cited by 3 | Viewed by 3142

Abstract

The COVID-19 pandemic instigated a sudden upheaval in the realm of education, significantly impacting students and educators across the globe. The primary objective of this study was to delve into the experiences of both students (in the learning) and educators (in the teaching) amidst the emergency shift to online education within the higher education system during the COVID-19 pandemic, taking Qatar as a case study. This research adopted a quantitative approach, utilizing surveys as the primary data collection instrument. Data were collected separately from both students and educators, with a sample size of 660 students and 103 educators participating. In both surveys, a five-point Likert scale was employed to record responses. The principal findings of this research indicated that both students and educators exhibited a high level of agreement when it came to their perceptions of the digital tools employed during the educational transition and the accompanying support provided. Conversely, educators expressed a moderate level of agreement concerning their perspectives on learning materials and examination methods. The findings underscore the urgent need for higher education institutions (HEI) to strategically leverage digital tools. Recognizing the centrality of technology, this strategic utilization becomes imperative to foster a supportive and resilient learning environment for future uncertainty scenarios of lockdown and social distancing. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

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14 pages, 238 KiB

Open AccessArticle

Global Citizenship for the Students of Higher Education in the Realization of Sustainable Development Goals

by Kübra Akçay, Fahriye Altinay, Zehra Altınay, Gokmen Daglı, Rustam Shadiev, Mehmet Altinay, Olasile Babatunde Adedoyin and Zübeyde Gökel Okur

Sustainability 2024, 16(4), 1604; https://doi.org/10.3390/su16041604 - 14 Feb 2024

Cited by 10 | Viewed by 4341

Abstract

Today, sustainable development has become one of the most important goals for humanity. Higher education students and especially teacher candidates can play an active role in the realization of sustainable development goals (SDGs) for global citizenship. However, how some important issues such as how much students know about these goals can play a role in achieving these goals are not yet clear. This study aims to determine the awareness of SDGs and global citizenship among higher education students with a focus on teacher candidates and their understanding of the global citizenship concept. In addition, it is also aimed to raise awareness about sustainable development goals and evaluate the applicability of these goals to create a sustainable world for future generations. The study group comprised teacher candidates studying under the sustainable development foundations for future learning in the 2022–2023 academic year at the Faculty of Education, Near East University, Northern part of Cyprus. Five interview questions were prepared in the form of a questionnaire and delivered to participants, and data were analysed with the aid of thematic content analysis. Results indicated that global citizens must have the ability to understand world events and grasp cultural diversity, recognize that everyone has equal rights, stand against gender, racial, and social discrimination, and strive for social justice by understanding different cultures and global conflicts and evaluating different perspectives. Factors such as social justice and equality, selflessness, globalization and social values, sustainable future and responsibility, global citizenship education, and awareness and respect have been established in this study as essential elements that can contribute to the development of global citizenship. In conclusion, global citizenship has the potential to contribute directly to the SDGs, and these potentials can be better explored through global citizenship education programs that can integrate all the SGDs without prioritizing one over others for teacher candidates. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

21 pages, 1593 KiB

Open AccessArticle

Exploring Human Values and Students’ Aspiration in E-Learning Adoption: A Structural Equation Modeling Analysis

by Adel Bessadok and Hisham Bardesi

Sustainability 2023, 15(19), 14041; https://doi.org/10.3390/su151914041 - 22 Sep 2023

Cited by 7 | Viewed by 2324

Abstract

This study explores the significance of students’ aspirations as motivation and expectations in adopting e-learning, considering the influence of cultural values. The research utilizes a theoretical framework that integrates the Technological Acceptance Model, the Unified Theory of Acceptance and Use of Technology, and the DeLone and McLean Information System Success Model, along with Schwartz’s human values. Employing a quantitative approach, the study investigates the relationship between social factors and e-learning adoption through a survey of 509 students at King Abdulaziz University in Saudi Arabia using a structured questionnaire and Structural Equation Model for hypothesis testing. Results reveal that students with a proclivity for change and self-enhancement have higher motivation and expectations towards e-learning, while those with conservative perspectives show lower motivation and expectations. Additionally, students prioritizing self-enhancement and openness to change are more likely to actively engage in e-learning adoption. This research contributes to sustainability by highlighting how fundamental human values influence e-learning adoption. It also emphasizes the role of sustainable education and transformative learning processes in shaping attitudes towards e-learning. These insights inform the development of effective e-learning programs, benefiting the field of e-learning research and providing valuable guidance to researchers, policymakers, and decision-makers in creating more inclusive and sustainable educational practices. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

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Other

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26 pages, 2143 KiB

Open AccessSystematic Review

The Role of the Civic University in Facilitating Inclusive and Transformative Pedagogical Approaches to the Sustainable Development Goals: A Systematic Literature Review

by Edoardo Thomas Alfonso Maria Eichberg and Aurelie Charles

Sustainability 2024, 16(7), 2752; https://doi.org/10.3390/su16072752 - 26 Mar 2024

Cited by 5 | Viewed by 2147

Abstract

Facing rising financial pressure due to economic stagnation and lacklustre engagement from policy-makers, higher education institutions (HEIs) and local communities are placing increasing emphasis on cooperative efforts between universities and communities to co-create positive societal change in the face of the triple planetary crisis. Based on the PRISMA method, this systematic literature review seeks to contribute to the academic knowledge on Sustainable Development Goals (SDG) governance at the local level by unpacking the contribution of HEI-community cooperative approaches to transformative learning and action for sustainability. In order to successfully incorporate communities’ priorities in the local-level integration of the SDGs, it is crucial that these new collaborative initiatives foster transformative learning approaches to Education for Sustainable Development (ESD) in an equitable, intersubjective, and inductive manner. The findings present the various strategies used to build long-term, impactful, and resilient learning skills for sustainable development for all ESD stakeholders at the local level, including communities, HEIs, and city authorities. This review proposes these interventions as tools for better local governance towards the integration of the SDGs into HEIs and communities, specifically through SDG4 Quality Education. Full article

(This article belongs to the Special Issue Education for Sustainable Development: Challenges and Opportunities of Transformative Learning and Teaching)

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