The Use of Digital Technology for Sustainable Teaching and Learning

Dear Colleagues,

Sustainable teaching and learning refer to practices in which teachers equip students with the skills and strategies for engaging in lifelong independent learning that is not defined to the walls of a classroom or dependent on a knowledgeable sage. Teachers that promote sustainable learning practices have ensured students’ engagement in experiential project-based learning tasks that require research, critical thinking, and collaboration. These teachers have the understanding that students should leave their classrooms appreciating that both formal and informal education is continuously being reshaped by emerging digital technologies. Students should realize that these technologies provide affordances for independent and autonomous learning practices that were not available to previous generations and have gained an understanding of how to use them to their advantages. There is a need for research that can underscore how technologies can be harnessed by students as an aid for skill attainment to become lifelong learners. Thus, we aim for this Special Issue to highlight how the use of digital technology can ensure sustainable teaching and learning practices in a time when an influx of uncertainties is upon us.

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

• Learning models, theories, and pedagogical practices in designing and implementing digital technology for sustainable teaching and learning
• Learning how to learn with digital tools
• Learning in the workplace, community, or the home with digital technology
• Technology use for skill attainment
• Technology and open-ended problem-based learning
• Multimodal learning
• Educational ecologies and technology
• Emerging technologies for sustainable learning
• Experiential learning through technology
• Overcoming learning environment constraints with technology
• Sustaining pedagogical practices of digital technology in the post-Covid-19 era
• Teachers’ and learners’ perceptions of sustainable digital environments
• State-of-the-art technologies for sustainable formal and informal teaching and learning practices
• Assessment of digital technology-supported sustainable teaching and learning

We look forward to receiving your contributions.

Dr. Barry Lee Reynolds
Prof. Dr. Rustam Shadiev
Prof. Dr. Rui Li
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 250 words) can be sent to the Editorial Office for assessment.

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-anonymized 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.