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

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

Deadline for manuscript submissions: 12 October 2024 | Viewed by 5552

Special Issue Editors

Prof. Dr. Gökmen Dağlı

E-Mail Website
Guest Editor
Faculty of Education, Societal Research and Development Center, University of Kyrenia, Kyrenia 99350, Cyprus
Interests: strategic planning; management; sustainability; quality management
Prof. Dr. Fahriye Altınay

E-Mail Website
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

E-Mail Website
Guest Editor
Societal Research and Development Center, Faculty of Education, Near East University, Nicosia, Cyprus
Interests: technology; management; quality; disability; online education; sustainability

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.

Published Papers (5 papers)

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16 pages, 745 KiB  
Article
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
Viewed by 379
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 [...] Read more.
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  
Article
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
Viewed by 969
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) [...] Read more.
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  
Article
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
Viewed by 1249
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 [...] Read more.
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  
Article
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 1 | Viewed by 1186
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 [...] Read more.
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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26 pages, 2143 KiB  
Systematic 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
Viewed by 575
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 [...] Read more.
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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