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Sustainability
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Creating an Innovative Learning Environment
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Creating an Innovative Learning Environment

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

Deadline for manuscript submissions: 1 December 2025 | Viewed by 551

Special Issue Editor

Prof. Dr. Olga Arias-Gundín

E-Mail Website
Guest Editor
Psychology, Sociology and Philosophy Department, University of León, 24071 León, Spain
Interests: prevention and early detection of writing-related learning difficulties; instruction for the improvement of writing in the university context; assessment and instruction in the processes and strategies involved in textual revision

Special Issue Information

Dear Colleagues,

The focus of this special issue will be on how innovation in teaching, technology, and curriculum design can foster dynamic, inclusive, and effective learning environments. We welcome papers that explore a broad range of topics related to creating spaces where learners can thrive—whether physical, virtual, or hybrid. We are particularly interested in research that examines the intersection of pedagogy, digital tools, student engagement, and the broader social and cultural contexts in which learning occurs.

This special issue aims to not only reflect on the current state of educational innovation but also to envision the future of learning environments in a rapidly evolving global context. We encourage contributions that push the boundaries of traditional thinking and offer fresh perspectives on how we can design and implement environments that inspire creativity, critical thinking, and collaboration.

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

  • The role of technology in shaping learning spaces
  • Innovations in pedagogical approaches and teaching methodologies
  • The impact of social and cultural factors on learning environments
  • Designing inclusive learning spaces for diverse student populations
  • Collaborative and interdisciplinary approaches to teaching and learning
  • The future of educational spaces in a post-pandemic world

I look forward to receiving your contributions.

Prof. Dr. Olga Arias-Gundín
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

  • innovation
  • teaching
  • technology
  • curriculum design
  • learning environments
  • digital tools
  • student engagement
  • collaborative learning
  • inclusive education
  • educational spaces

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (1 paper)

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Review

20 pages, 1673 KiB  
Review
Embedding Social Sustainability in Education: A Thematic Review of Practices and Trends Across Educational Pathways from a Global Perspective
by Mestawot Beyene Tafese and Erika Kopp
Sustainability 2025, 17(10), 4342; https://doi.org/10.3390/su17104342 - 11 May 2025
Viewed by 338
Abstract
Education for Sustainable Development (ESD) is imperative to achieving the Sustainable Development Goals (SDGs), particularly SDG 4 and Target 4.7, which promote inclusive, equitable, and quality education. Nonetheless, while environmental and economic sustainability have been the focus of considerable attention, the social dimension—comprising [...] Read more.
Education for Sustainable Development (ESD) is imperative to achieving the Sustainable Development Goals (SDGs), particularly SDG 4 and Target 4.7, which promote inclusive, equitable, and quality education. Nonetheless, while environmental and economic sustainability have been the focus of considerable attention, the social dimension—comprising equity, cultural diversity, human rights, and community resilience—remains under-explored. The present study employed a reflexive thematic review and quantitative analysis of relevant sources, of which there were 67, that were published between 2010 and 2024. The objective of this investigation was to examine the extent to which social sustainability is integrated into ESD. A thorough examination of the existing literature resulted in the identification of four overarching themes: the conceptualization of social sustainability, pedagogical approaches, barriers to implementation, and policy and institutional support. The quantitative findings indicated that conceptualization was the most emphasized theme, receiving 169 weighted points. The implementation of policy support and pedagogical strategies received 82 and 71 weighted points, respectively. A comprehensive review of contemporary trends reveals a persistent escalation in societal awareness concerning social sustainability, accompanied by a pronounced shift towards participatory pedagogical practices following the year 2020. Notwithstanding the progress that has been achieved, challenges such as inflexible curricula and inadequate institutional support persist. This study presents a series of fundamental recommendations designed to optimize educational practice. The most significant of these is the necessity to enhance the pedagogical training of educators. Furthermore, this study calls for the development of curricula that exhibit a high degree of flexibility and interdisciplinary orientation. Furthermore, it is advised that educational policies be aligned with Target 4.7 of the Sustainable Development Goals. This study’s findings suggest the need for the enhancement of assessment frameworks with the overarching objective of fostering inclusive and socially sustainable educational practices. Full article
(This article belongs to the Special Issue Creating an Innovative Learning Environment)
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