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Technology and Education for Sustainable Futures: Innovation, Global Citizenship and Ecosystem Transformation

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

Deadline for manuscript submissions: 31 July 2026 | Viewed by 3597

Special Issue Editors


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Guest Editor
Department of Educational Research Methods and Diagnostics, University of Seville, 41013 Seville, Spain
Interests: pedagogic model ECO (Explore, Create, Offer); e-learning, technologies, and AI in education; evaluation/assessment and competences; participative methodologies; creativity

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Guest Editor
Didactics and School Organization Department, Granada University, 18071 Granada, Spain
Interests: teaching strategies; awareness and education; ICT

Special Issue Information

Dear Colleagues,

This Sustainability Special Issue will focus on the nexus between technology, education, and sustainability, with particular emphasis on the comprehensive integration of the Sustainable Development Goals (SDGs) and global citizenship education. It will explore innovative educational methodologies that foster environmental awareness and climate action through the application of artificial intelligence and augmented and virtual reality, as well as the cultivation of advanced digital competences and critical thinking within contexts shaped by capitalist economic dynamics and resource management challenges. Educational institutions are recognized as dynamic ecosystems that implement green technological solutions, adopt efficient eco-management practices, and actively engage with productive sectors, non-governmental organizations, and public administrations. This Special Issue will highlight the importance of disseminating experiences, narratives, and innovative pedagogical proposals aimed at sustainable development education, technology transfer, impact assessment, and university social responsibility. Finally, it encourages rigorous research on public policy frameworks, governance models, and their representation in the scientific literature and international rankings as drivers of transformation in sustainable development education.

Prof. Dr. Juan-Jesús Torres-Gordillo
Prof. Dr. José Luis Villena-Higueras
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-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
  • sustainable development goals
  • global citizenship
  • educational innovation
  • artificial intelligence
  • circular economy
  • ecosystem management
  • STEM education
  • university social responsibility
  • public policy

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Published Papers (1 paper)

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Research

19 pages, 1143 KB  
Article
Immersive and Digital Approaches in Climate Change Education: Evidence from a Secondary School Training Program in Italy
by Antonella Senese, Blanka Barbagallo, Lorenzo Cresi, Michele Di Biase, Erika Filippelli, Davide Maragno, Carmela Torelli, Manuela Pelfini and Guglielmina Adele Diolaiuti
Sustainability 2026, 18(4), 1903; https://doi.org/10.3390/su18041903 - 12 Feb 2026
Cited by 1 | Viewed by 3167
Abstract
Climate change education requires innovative, action-oriented methodologies to foster student engagement and reflection on sustainable behaviors. This study explores an integrated educational program implemented within the Pathways for Transversal Skills and Orientation (PCTO) framework in three Italian upper secondary schools. The program combined [...] Read more.
Climate change education requires innovative, action-oriented methodologies to foster student engagement and reflection on sustainable behaviors. This study explores an integrated educational program implemented within the Pathways for Transversal Skills and Orientation (PCTO) framework in three Italian upper secondary schools. The program combined immersive virtual reality experiences, GIS-based image analysis, traditional instruction, and two behavior-oriented web applications. A total of 181 students completed a post-activity questionnaire assessing satisfaction, perceived learning, prior knowledge, and self-reported intentions toward behavioral change. Results show that technology-enhanced and interactive modules were associated with higher levels of perceived engagement and perceived learning (with over 80% of students reporting at least moderate learning in immersive, GIS-based, and carbon footprint activities) compared to theory-only sessions. Modules explicitly linked to everyday behaviors, such as carbon footprint estimation and fast fashion consumption, were more frequently associated with self-reported intentions to adopt more sustainable practices (approximately 70% of positive responses). Given the post-only, perception-based design, findings should be interpreted as exploratory evidence of students’ perceived educational value rather than objective measures of learning outcomes. Overall, the study highlights the potential of experiential and digitally enhanced approaches in climate change education, while underscoring the need for future research incorporating objective and longitudinal assessments. Full article
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