Innovations in Teaching Education for Sustainable Development at University and School Levels

Dear Colleagues,

We are pleased to announce the Special Issue "Innovations in Teaching Education for Sustainable Development at University and School Levels" of the journal Sustainability. This Special Issue invites original research articles, case studies, and theoretical contributions that explore innovative approaches for integrating Education for Sustainable Development (ESD) into teaching practices at both university and school levels — that is, how ESD is being innovatively taught, integrated, and experienced across diverse educational contexts.

This Special Issue focuses on innovative approaches, pedagogical strategies, and institutional practices that promote ESD in formal education. It targets both higher education institutions and primary/secondary schools, recognizing the vital role of educators and institutions in advancing the United Nations Sustainable Development Goals (SDGs), especially SDG 4 (Quality Education).

We welcome contributions exploring transformative educational methods, interdisciplinary approaches, teacher training models, curriculum reforms, and integrating sustainability principles into teaching. Research highlighting context-specific strategies, including those that are culturally responsive, gender-inclusive, and socially equitable, is particularly encouraged.

This special issue will primarily deepen both academic and practical understanding of how educational innovation can contribute to sustainable development. We invite contributors to share empirical studies, conceptual frameworks, and practical experiences that show how education can act as a catalyst for sustainability. In doing so, we will bridge the gap between theory and practice, offering insights relevant to educators, researchers, and policymakers committed to advancing sustainability through education.

Submissions may address, but are not limited to, the following themes:

• Innovative pedagogies for ESD;
• Integration of ESD into teacher education programs;
• Digital and technological tools supporting ESD teaching;
• Whole-institution approaches to sustainability in education;
• Assessment and evaluation methods for ESD learning outcomes;
• Interdisciplinary curriculum design for ESD;
• Case studies of successful ESD practices in schools or universities;
• Student and teacher perceptions of ESD in educational contexts;
• Comparative studies of ESD across systems or countries;
• Role of ESD in promoting social justice, equity, global citizenship, and inclusive practices.

This Special Issue will enrich the existing body of ESD literature by emphasizing innovative and context-sensitive practices. While theoretical explorations abound, there is a growing need for research that demonstrates how ESD concepts are applied and evaluated in real settings. This Special Issue will build upon and expand the current literature by emphasizing practice-based evidence and emergent pedagogies that address today’s sustainability challenges. Contributions will complement existing work by offering both theoretical insight and practical guidance—especially valuable for educators, curriculum designers, and education policymakers.

We invite scholars and practitioners from diverse disciplines and regions to share their knowledge and experiences in advancing dialogue on how education systems can drive sustainable change.

Prof. Dr. María Cristina Cardona-Moltó
Dr. Cristina Miralles-Cardona
Prof. Dr. José María Esteve-Faubel
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.

• education for sustainable development (ESD)
• innovative pedagogies
• teacher education
• sustainability in education
• curriculum development
• interdisciplinary teaching
• digital learning tools
• sustainable teaching practices
• higher education
• school education