Sustainability

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20 pages, 721 KB

Open AccessArticle

The Paradox of Plenty: Efficiency and Sustainable Resource Allocation in Chinese Key Universities

by Xuelai Li, Huimeng Wang, Yuki Gong, Junzuo Zhou and Ping Zhao

Sustainability 2026, 18(9), 4187; https://doi.org/10.3390/su18094187 - 23 Apr 2026

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Aligned with Sustainable Development Goal 4, the efficient and sustainable allocation of educational resources is essential for improving the quality of higher education. This study investigates the paradox between resource investment and the operational efficiency of Chinese key universities and explores pathways for [...] Read more.

Aligned with Sustainable Development Goal 4, the efficient and sustainable allocation of educational resources is essential for improving the quality of higher education. This study investigates the paradox between resource investment and the operational efficiency of Chinese key universities and explores pathways for sustainable resource allocation in higher education. Employing a two-stage Data Envelopment Analysis (DEA) and Bootstrap truncated regression, we evaluated the operational efficiency of 60 universities directly affiliated with the Ministry of Education of China from 2004 to 2023 and further analyzed factors influencing efficiency. The results show that greater resource concentration does not necessarily improve operational efficiency and may generate diminishing returns in resource use. Efficiency differences across university groups also vary with model specification and output composition, especially in research performance and doctoral education. Further analysis shows that faculty structure optimization, high-quality postgraduate education, and stable teaching teams are pivotal factors in enhancing universities’ sustainable operational efficiency. These findings highlight the importance of governance reform and performance-oriented resource allocation in supporting the sustainable development of higher education systems and the achievement of the Sustainable Development Goals. Full article

(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)

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30 pages, 1388 KB

Open AccessArticle

SIRAF: From Sustainability Assessment Tools to Reflective Sustainability Implementation in Higher Education

by Maria Xenaki, Irini Dimou, Eleni Drakaki and Ioannis Passas

Sustainability 2026, 18(7), 3208; https://doi.org/10.3390/su18073208 - 25 Mar 2026

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Abstract

The integration of sustainability in higher education institutions (HEIs) is critical but often hindered by the limitations of existing sustainability assessment tools (SATs), which are complex, rigid, and not sufficiently adaptable to specific organizational and socio-economic or local contexts. This study presents the [...] Read more.

The integration of sustainability in higher education institutions (HEIs) is critical but often hindered by the limitations of existing sustainability assessment tools (SATs), which are complex, rigid, and not sufficiently adaptable to specific organizational and socio-economic or local contexts. This study presents the Sustainability Implementation Reflective Assessment Framework (SIRAF), a meta-framework designed to assist HEIs in developing their own reflective, flexible, and user-friendly tools. The SIRAF taxonomy was developed through the findings of: a. a systematic literature review retrieved in authors’ previous research, b. a comparative analysis and synthesis of 12 SATs, as well as c. a theory-building process. It features a taxonomy of six core indicators with multiple sub-indicators. Its “pick-and-mix” approach enables institutions to customize assessments to align with their distinct needs, objectives, and resources. The SIRAF model was assessed in eight Greek universities offering tourism studies programs. The assessment incorporated data from institutional websites and a qualitative analysis. An evaluation of three fundamental indicators—curriculum, research, and institutional identity—disclosed a paucity of sustainability integration in curricula and governance, notwithstanding the augmentation of sustainability-related research activity. The findings underscore the significance of meticulously designed yet user-centred tools that facilitate evaluation, organizational learning, and strategic planning. As SIRAF shifts its paradigm of sustainability reporting from external compliance to internal improvement, it concomitantly reduces technical barriers and fosters institutional change. Though initially implemented in tourism and higher education, its inherent flexibility suggests the potential for broader applications, while future enhancements could include weighted scoring and wider empirical validation. Full article

(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)

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34 pages, 1624 KB

Open AccessArticle

Determinant Factors of the Subjective Perception of Educational Projects with European Funding

by Monica Claudia Grigoroiu, Cristina Țurcanu, Cristinel Petrișor Constantin, Alina Simona Tecău and Ileana Tache

Sustainability 2025, 17(19), 8637; https://doi.org/10.3390/su17198637 - 25 Sep 2025

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Abstract

This paper investigates the subjective value perceived by teachers, defined as their overall appreciation of EU-funded educational projects in terms of usefulness, relevance, and impact on education, regarding projects implemented in Romanian schools during the period 2014–2022. The main factors influencing the perceived [...] Read more.

This paper investigates the subjective value perceived by teachers, defined as their overall appreciation of EU-funded educational projects in terms of usefulness, relevance, and impact on education, regarding projects implemented in Romanian schools during the period 2014–2022. The main factors influencing the perceived value were identified through a quantitative approach using a questionnaire-based survey, administered to a sample of 1050 teachers from various regions of the country. The results reveal that improvements achieved in various aspects of the educational environment quality have a positive influence on the analyzed indicator. These improvements can be grouped into two categories of factors that act at the level of school, on the one hand, and at the level of students, on the other hand, both having a significant impact on increasing the perceived value of EU-funded educational projects. The differences between schools that benefited from such educational projects and other schools were also addressed, as well as the influence of the dominant socio-economic status of children studying in different schools on the improvement of the quality of the educational environment. The conclusions highlight the strategic role of European funding in reducing educational disparities and the need to target support to vulnerable schools. The practical and managerial implications include strengthening infrastructure, adapting methodologies, and developing staff competencies, alongside interventions aimed at improving student progress. Full article

(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)

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14 pages, 956 KB

Open AccessArticle

Self-Assessment Tool in Soft Skills Learning During Clinical Placements in Physiotherapy Degree Programs: A Pilot Validation Study

by Rita María Galán-Díaz, Carolina Jiménez-Sánchez, Raquel Lafuente-Ureta, Natalia Brandín-de la Cruz, Jose Manuel Burgos-Bragado, Beatriz Alonso-Cortés Fradejas, Inmaculada Villa-Del-Pino and Manuel Gómez-Barrera

Sustainability 2025, 17(14), 6304; https://doi.org/10.3390/su17146304 - 9 Jul 2025

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Abstract

Physiotherapy is challenged to be a profession with competencies in humanized skills and aptitudes. The need to integrate the learning of sustainable soft skills and humanistic education into higher education curricula has recently been emphasized to improve the capabilities of future healthcare professionals. [...] Read more.

Physiotherapy is challenged to be a profession with competencies in humanized skills and aptitudes. The need to integrate the learning of sustainable soft skills and humanistic education into higher education curricula has recently been emphasized to improve the capabilities of future healthcare professionals. Our objective was to psychometrically evaluate the Invisible Care, Well-being, Security, and Autonomy (CIBISA) scale in the context of physiotherapy through a pilot study involving students undertaking a degree in physiotherapy. The Delphi method was used over two rounds, and a focus group was convened to achieve a consensus on the adaptation of the CIBISA nursing scale to assess physiotherapy (CIBISA-F). For the psychometric validation of the CIBISA-F scale, the data-collection instruments used were the adapted CIBISA-F scale and two more validated scales related to soft skills. The scales were answered by 25 students at three different times, twice before the start of the clinical placements and once after. The results showed high internal consistency (α = 0.911), adequate reliability according to a Brand–Altman plot, and an adequate construct validity and sensitivity in comparison to other tools. The results of the present study suggest that this version of the CIBISA-F scale is a useful and reliable tool for measuring humanization skills in healthcare and physiotherapy students during their clinical placements, ensuring high-quality education. Full article

(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)

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22 pages, 495 KB

Open AccessArticle

Building a Sustainable Youth Support System: Insights from Service Providers Working with Out-of-School Youth in South Korea

by Ahram Lee, Soo Jeung Lee and Eunju Jung

Sustainability 2025, 17(12), 5493; https://doi.org/10.3390/su17125493 - 14 Jun 2025

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Abstract

This study aims to explore the experiences and perceptions of service providers working in direct contact with out-of-school youth to identify ways to build a more sustainable and responsive support system within the community. Individual and group interviews were conducted with eight service [...] Read more.

This study aims to explore the experiences and perceptions of service providers working in direct contact with out-of-school youth to identify ways to build a more sustainable and responsive support system within the community. Individual and group interviews were conducted with eight service providers, including a team leader and five directors from public out-of-school support institutions, as well as two schoolteachers from the Board of Education, who were experienced in assisting dropout students. Reflexive thematic analysis of the interview data revealed four key themes: connecting youth to the community system, diversifying programs, minimizing disparities, and increasing societal awareness of out-of-school youth. These findings highlight how various needs and access to opportunities can be provided to all youths, regardless of their school enrollment. The study underscores the importance of shared responsibility in building an inclusive, community-based approach. It also emphasizes the necessity of cross-sector and inter-ministerial collaboration to reduce structural barriers and promote equitable learning opportunities. By centering the voices of practitioners, this study contributes to the broader discourse on building a sustainable community in which out-of-school youth can receive opportunities and resources to thrive as healthy contributing members of the community. Full article

(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)

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21 pages, 677 KB

Open AccessArticle

Cultivating Sustainable STEM Education: The Role of Communities of Practice in Teacher Identity Formation

by Lin Yang, Pengze Wu, Xuerou Yin and Xueqi Xu

Sustainability 2025, 17(10), 4586; https://doi.org/10.3390/su17104586 - 16 May 2025

Cited by 2 | Viewed by 1775

Abstract

Although the existing literature provides some evidence of identity transformation among STEM teachers following their participation in various communities of practice (CoPs), the specific mechanisms driving this transformation remain unclear. This study attempted to narrow this gap by analyzing the transformation process of [...] Read more.

Although the existing literature provides some evidence of identity transformation among STEM teachers following their participation in various communities of practice (CoPs), the specific mechanisms driving this transformation remain unclear. This study attempted to narrow this gap by analyzing the transformation process of STEM teacher identity among CoP participants. This study constructed a STEM teacher identity model comprising six dimensions (motivation, task perception, self-image, teaching interest, self-efficacy and recognition). Six STEM teachers from Guangdong Province, China, were interviewed, and interview data were analyzed using interpretative phenomenological analysis. The findings revealed that, first, CoPs generally facilitated the transformation of STEM teachers’ identities, though anomalies were observed in the dimensions of teaching interest and parental recognition. Second, the degree of transformation in two identity dimensions (motivation and task perception) increased with STEM teaching experience, while teachers of science subjects demonstrated a stronger degree of self-efficacy. Third, case development and case presentation emerged as the most impactful CoP activities in fostering STEM teachers’ identity transformation. This study provides critical insights for advancing quality STEM education within the SDG4 framework by examining the identity transformation process of STEM teachers participating in CoPs. Full article

(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)

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11 pages, 1393 KB

Open AccessArticle

Effect of the Organizational Model of the Subject of Activities in the Natural Environment on Students’ Satisfaction and Learning

by Virginia Gómez-Barrios, Lázaro Mediavilla-Saldaña, Vicente Gómez-Encinas and Juan José Salinero

Sustainability 2024, 16(19), 8501; https://doi.org/10.3390/su16198501 - 29 Sep 2024

Cited by 1 | Viewed by 1575

Abstract

The aim of this study was to identify the most suitable organizational model for teaching the university subject of Outdoor Activities in relation to learning acquisition and satisfaction. For this purpose, four models were designed, some of which were dominated by traditional education [...] Read more.

The aim of this study was to identify the most suitable organizational model for teaching the university subject of Outdoor Activities in relation to learning acquisition and satisfaction. For this purpose, four models were designed, some of which were dominated by traditional education and others by innovative education. The data collection instruments were the Spanish version of the Physical Education of the Sport Satisfaction Instrument, adapted to the university context, and the questionnaire on the contents of the subject designed ad hoc. Data collection was carried out before and after the intervention with a total of 125 students. For data analysis, an ANCOVA was performed. The results showed that there were significant differences in satisfaction between groups (p = 0.029), but not in the boredom scale (p = 0.109). With regard to acquisition of learning between groups, there were significant differences (p = 0.005) in the overall grade of the subject. There were also significant differences in the scores for content taught differently depending on the group (p = 0.003), with a higher score in the most innovative group, the intensive-continuous group, compared to the fractioned (p = 0.005) and classic groups (p = 0.015). It is concluded that there is a positive effect between direct and continuous contact with nature, both in the acquisition of learning and in student satisfaction, with the most innovative model obtaining the best results of the study. Full article

(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)

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15 pages, 2185 KB

Open AccessArticle

Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks

by Hedilberto Granados-López, Johan Hernán Pérez, Jonathan Porras-Muñoz, Yamile Pedraza-Jiménez and Felipe Antonio Gallego-López

Sustainability 2024, 16(18), 7947; https://doi.org/10.3390/su16187947 - 11 Sep 2024

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Abstract

This paper presents a model for the analysis and characterization of social regulation during collaborative task development. The structural part of the model is composed of three components which give rise to the generation of four phases of group interaction. The combination of [...] Read more.

This paper presents a model for the analysis and characterization of social regulation during collaborative task development. The structural part of the model is composed of three components which give rise to the generation of four phases of group interaction. The combination of these phases of group interaction and their components allows us to know whether or not a given group during the execution of tasks manages to develop mechanisms of collaboration and socially shared regulation. As for the conceptual section, the model is supported by three components that deal with task regulation, communication regulation, and collaborative work. Each of these components in turn presents aspects that can be identified in the interaction of the groups during the development of a task. The model was applied with the participation of five work groups made up of graduate students. The type of study was a descriptive quantitative approach. The results made it possible to corroborate the functionality of the model based on the identification of recurrences of events in the phases reached by each of the groups during the development of shared tasks, as well as aspects of collaboration and social regulation during the execution of group tasks in socially and collaboratively regulated learning processes, according to the analysis of the interactions recorded by the groups. Full article

(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)

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