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Digital Teaching and Development in Sustainable Higher Education

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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: 31 March 2026 | Viewed by 7532

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Special Issue Editor

Dr. Naser Sedghi

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Guest Editor

Department of Electrical Engineering and Electronics, University of Liverpool, Brownlow Hill, Liverpool L69 3GJ, UK
Interests: digital technology-enhanced learning; eLearning; innovations in higher education

Special Issue Information

Dear Colleagues,

Higher education institutions play a vital role in shaping future leaders. In today's world, sustainable development has become a fundamental objective in various sectors, including higher education. It is crucial to integrate sustainability into educational frameworks to foster a generation capable of addressing complex environmental, social, and economic challenges.

At the same time, integrating digital teaching and development has revolutionised educational methodologies, offering tools and platforms that can enhance learning and teaching. The convergence of sustainability in higher education and digital teaching and development creates a promising opportunity for educators and institutions to break through geographical barriers, use innovative teaching techniques, and provide students with learning experiences centred around sustainability principles.

In this Special Issue, we invite contributions of original research articles and reviews that explore the intersection of sustainability in higher education and digital teaching and development. We seek scholarly articles elucidating innovative approaches and theoretical frameworks that advance the integration of sustainability into digital learning environments.

Research areas may include (but are not limited to) the following:

Digital curriculum development for sustainability integration.
Online resource management and accessibility for sustainable education.
Remote teaching and learning technologies for reduced carbon footprint.
Virtual laboratories and simulations for sustainable science education.
Digital assessment and feedback methods for sustainable evaluation.
Remote collaboration and project-based learning for sustainable development.
Role of authoring tools in sustainable content creation.
Social media in sustainable higher education.
Virtual reality and augmented reality for immersive sustainable education.
Mobile learning applications for sustainable education.
Open educational resources and sustainable knowledge sharing.

I look forward to receiving your contributions.

Dr. Naser Sedghi
Guest Editor

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.

Keywords

sustainability integration
online learning
digital pedagogy
virtual reality
augmented reality
open educational resources

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Published Papers (4 papers)

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Research

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23 pages, 846 KB

Open AccessArticle

Sustainable Approaches in Professional Higher Education: The Role of Distance Learning, Integrity of Teaching Methodology, and Classroom Innovation

by Svajone Bekesiene, Rasa Smaliukiene and Aidas Vasilis Vasiliauskas

Sustainability 2025, 17(20), 9151; https://doi.org/10.3390/su17209151 - 15 Oct 2025

Viewed by 132

Abstract

The rapid digital transformation of higher education creates opportunities and challenges, particularly in professional programmes where students must balance academic learning with preparation for operational duties, such as in medicine, engineering, and defence. While digital technologies are widely used in higher education, their sustainable integration into professional contexts, especially security and defence education, remains underexplored. This study investigates the determinants of perceived e-learning usefulness among undergraduates (cadets) at the Lithuanian Military Academy, applying an adapted technology acceptance model framework. A structured questionnaire was used to measure constructs related to distance learning effectiveness, classroom innovation, security, sustainability of digital systems, and individual learning preferences, with hypotheses tested through mediation and moderated mediation models. The results indicate that the effectiveness of distance learning is the strongest factor influencing intention to use it, supported by the roles of classroom innovation and system security. Perceived usefulness further emerges as both a direct predictor of adoption and a conditional factor shaping the impact of pedagogical and infrastructural design on acceptance. These findings extend traditional technology acceptance frameworks and provide new insights into how sustainable digital teaching can be fostered in higher professional education, where academic quality and operational readiness must be aligned. Full article

(This article belongs to the Special Issue Digital Teaching and Development in Sustainable Higher Education)

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20 pages, 1217 KB

Open AccessArticle

University Students’ Usage of Generative Artificial Intelligence for Sustainability: A Cross-Sectional Survey from China

by Lin Xiao, How Shwu Pyng, Ahmad Fauzi Mohd Ayub, Zhihui Zhu, Jianping Gao and Zehu Qing

Sustainability 2025, 17(8), 3541; https://doi.org/10.3390/su17083541 - 15 Apr 2025

Cited by 3 | Viewed by 3308

Abstract

The rapid development of generative artificial intelligence (GenAI) technology has triggered extensive discussions about its potential applications in sustainable higher education. Based on the technology acceptance model (TAM) and task–technology fit (TTF) theory, this research aimed to investigate the current situations and challenges of Chinese university students using GenAI in four typical task scenarios. This was performed using a cross-sectional research design. The data were collected via questionnaire, with 486 undergraduates from a Chinese university participating. The data analysis methods include descriptive statistics, inferential statistics, and content analysis. The results show that more than 70% of university students actively use GenAI, but nearly half of them are not very proficient in its use. Doubao and ERNIE Bot are the GenAI tools they prefer most. The primary functions they use are text production and information retrieval. They mainly learn the relevant knowledge and skills through self-media and knowledge-sharing platforms. Among the four typical task scenarios, GenAI is widely used in course learning and research activities, while its application in daily life and job search is relatively limited. The analysis of demographic variables shows that grade and major have a significant impact on university students’ use of GenAI. In addition, university students suggest that universities should offer relevant courses or lectures and provide comprehensive technical support to improve the popularity and operability of GenAI. This study provides suggestions for universities, education administration departments, and technology development departments to improve GenAI services. It will help universities optimize the allocation of educational resources and promote educational equity for sustainability. Full article

(This article belongs to the Special Issue Digital Teaching and Development in Sustainable Higher Education)

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43 pages, 4157 KB

Open AccessArticle

Sustainability of Remote Teaching in Serbia: Post-Pandemic Perspectives from Education Faculty Students

by Jelena R. Petrović, Uroš V. Šuvaković and Ivko A. Nikolić

Sustainability 2025, 17(6), 2769; https://doi.org/10.3390/su17062769 - 20 Mar 2025

Cited by 1 | Viewed by 1572

Abstract

Emergency remote teaching was first introduced in the educational system of the Republic of Serbia during the COVID-19 pandemic, not as a planned change but as an imposed solution aimed at suppressing this infectious disease. This raises the question of the sustainability of remote teaching after the pandemic and the effects and experiences with emergency form of this method of teaching in the form it was used during the pandemic. Therefore, this paper is aimed at examining whether and in what manner technical factors such as digital competence, device equipment, Internet connection, and Zoom fatigue could contribute to students’ attitudes and satisfaction with this form of teaching, as well as how all these factors might contribute to the perception of satisfaction, efficiency, and sustainability of RT among the students of the teacher education faculties. The research involved 138 female university students from the faculties of education in Serbia. The results point to the unpreparedness of the educational system for the quick transition to emergency remote teaching and to inadequate logistic support for the implementation of this form of learning: from insufficient computer literacy, problems with the good-quality Internet in the territory of the whole country, having no adequate devices for following classes (most frequently mobile phones), students’ dissatisfaction with the effectiveness, to the phenomenon of Zoom fatigue as a consequence. The main finding is that students perceive remote teaching as a “necessary evil”, something that should be applied only when it is absolutely impossible to have the usual form of classes, only in emergency situations. This is also corroborated by the fact that after the pandemic, the school system returned to classes under traditional conditions. This leads to a conclusion about the unsustainability of the remote teaching model in Serbia, at least in the form that was applied, most probably because it was university students’ first and only experience in relation to it gained with emergency remote teaching, in the conditions of the COVID-19 crisis with its health, psychosocial, and economic pressures and with emergency form of this method of teaching. Full article

(This article belongs to the Special Issue Digital Teaching and Development in Sustainable Higher Education)

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26 pages, 1191 KB

Open AccessSystematic Review

The Use of Multimedia in the Teaching and Learning Process of Higher Education: A Systematic Review

by Evelina Staneviciene and Gintarė Žekienė

Sustainability 2025, 17(19), 8859; https://doi.org/10.3390/su17198859 - 3 Oct 2025

Viewed by 1025

Abstract

The integration of multimedia technologies is transforming teaching and learning in higher education, offering innovative ways to improve student engagement and learning outcomes. Although numerous studies investigate the impact of multimedia, there is still a clear need for a synthesis that brings together the latest evidence from a variety of disciplines and contexts. To address this need, this systematic review aims to summarize the empirical evidence and provide a clearer understanding of how multimedia is applied in higher education, to outline how educators can effectively design and the implications for curriculum design. This article focuses on three key research questions: (1) How does the integration of multimedia in higher education classrooms influence student engagement and learning outcomes? (2) How does the use of multimedia affect the development of specific skills? (3) What are the challenges and opportunities to integrate multimedia technologies into higher education? Relevant studies were systematically retrieved and screened from major academic databases, including ScienceDirect, Web of Science, IEEE Xplore, Wiley Online Library, Springer, Taylor & Francis, and Google Scholar. In total, 48 studies were selected from these sources for detailed analysis. The findings showed that multimedia tools enhance student engagement, motivation, and performance when integrated with clear pedagogical strategies. In addition, multimedia helps to develop skills such as creativity, digital literacy, and independent learning. However, challenges such as technical limitations, uneven infrastructure, and the need for ongoing teacher training remain significant difficulties in fully exploiting the benefits in higher education. Addressing these challenges requires coordinated institutional support, investment in professional development, and careful alignment of multimedia tools with pedagogical goals. Full article

(This article belongs to the Special Issue Digital Teaching and Development in Sustainable Higher Education)

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