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Sustainable and Professional Education: Teacher Education and E-learning
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Sustainable and Professional Education: Teacher Education and E-learning

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

Deadline for manuscript submissions: 16 September 2025 | Viewed by 5850

Special Issue Editors

Dr. Tommy Tanu Wijaya

E-Mail Website
Guest Editor
School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China
Interests: sustainability education; ICT; SEM; teaching material; teacher education; online learning; STEM; STEAM; microlecturer; digital textbooks; creative thinking
Prof. Dr. Cao Yiming

E-Mail Website
Guest Editor
School of Mathematical Sciences, Beijing Normal University, Beijing 100875, China
Interests: problem solving; mathematics education; educational technology; teaching methods; teaching and learning; curriculum development; sustainability education
Dr. Akhmad Habibi

E-Mail Website
Guest Editor
Faculty of Teaching and Education, Universitas Jambi, Jambi 36122, Indonesia
Interests: curriculum; EFA; teaching; curriculum development teaching and learning; learning; pedagogy and education; E -learning; CFA; educational evaluation; technology enhanced learning

Special Issue Information

Dear Colleagues,

In an era where sustainability is increasingly becoming a cornerstone of educational paradigms, this Special Issue, titled “Sustainable and Professional Education: Teacher Education and E-learning”, serves as a timely and essential exploration of the area. This Special Issue focuses on the intersection of sustainability and digital learning within the context of teacher education, aiming to delve into how e-learning can be harnessed to promote sustainable practices among educators and how sustainability can be integrated into the fabric of teacher-training programs. The ultimate goal is to foster a new generation of teachers who are not only well versed in their subjects but also adept in sustainable practices and digital technologies.

The scope of this Special Issue is broad yet targeted. It includes examining existing teacher education programs to assess and showcase how sustainability is currently being taught and practiced. Additionally, it will explore the role of e-learning technologies in enhancing this integration. This Special Issue encourages contributions that offer interdisciplinary approaches, blending insights from education, technology, and sustainability studies to paint a comprehensive picture of where teacher education stands today and where it needs to go.

The purpose of this Special Issue goes beyond academic exploration. It aims to influence educational policy and practice on a global scale, promoting the adoption of sustainable practices in educational settings. By highlighting successful case studies and rigorous empirical research, this Issue seeks to demonstrate the tangible benefits of integrating sustainability into teacher education through e-learning. It envisions a future where education not only imparts knowledge but also instills a commitment to conserving our planet.

In terms of its contribution to the existing literature, this Special Issue is set to fill a critical gap. While there is abundant research on either sustainability in education or the efficacy of e-learning, there is limited discussion on their convergence, especially in the context of training educators. This Issue will therefore offer new theoretical frameworks and methodological approaches, enhancing understanding and sparking further research in this vital area.

By bridging these themes, this Special Issue promises to be a cornerstone for future academic and practical explorations. It not only aligns with the current needs of educational systems worldwide to adapt to digital transformations but also emphasizes the importance of doing so sustainably. This convergence aims to equip educators not just with knowledge and tools but with a mindset oriented towards sustainability, ensuring that the educators of tomorrow can foster environments that reflect these values.

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

  • Sustainability in education;
  • Teacher education;
  • E-learning;
  • Digital pedagogy;
  • Curriculum design;
  • Online learning platforms;
  • Distance education;
  • Professional development;
  • Environmental ethics in education;
  • Technology in teacher training.

We look forward to contributions from researchers working on sustainable and professional education in the realms of teacher education and e-learning.

Dr. Tommy Tanu Wijaya
Prof. Dr. Cao Yiming
Dr. Akhmad Habibi
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 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

  • pre-service teacher
  • teacher training
  • online learning platforms
  • curriculum design for sustainability
  • distance education
  • digital pedagogy
  • sustainability in education

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

Published Papers (3 papers)

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Research

19 pages, 1312 KiB  
Article
The Role of e-Learning Platforms in a Sustainable Higher Education: A Cross-Continental Analysis of Impact and Utility
by Cristina Gavrus, Ioana Madalina Petre and Dana Adriana Lupșa-Tătaru
Sustainability 2025, 17(7), 3032; https://doi.org/10.3390/su17073032 - 28 Mar 2025
Viewed by 1092
Abstract
The development of higher education worldwide must be integrated in the context of sustainable development in order to ensure environmental sustainability, social sustainability, and economic sustainability. Knowing that the digitalization process within higher education institutions is continuously expanding, while the digital tools and [...] Read more.
The development of higher education worldwide must be integrated in the context of sustainable development in order to ensure environmental sustainability, social sustainability, and economic sustainability. Knowing that the digitalization process within higher education institutions is continuously expanding, while the digital tools and online learning environments enhance accessibility, flexibility, and efficiency, the purpose of the present paper is to highlight how the use of e-Learning platforms can help sustainable education development from the point of view of students from two universities: a university from Romania and a university from the USA. In order to reach this objective, a quantitative research method was used, aiming to identify the students’ opinion on a series of facilities offered by e-Learning platforms that serve as the learning process. Data processing and analysis were conducted by means of specific tests supplied by the SPSS software. The obtained results showed that Moodle users spend approximately 26% more time on the platform than Blackboard users, with a small effect size (d = 0.284), while non-engineering students spend approximately 45% more time on the e-learning platform than engineering students, also with a small effect size (d = 0.458). The evaluation of the efficacy of different educational resources varies based on the e-learning platform used, with a large effect size found for editable files (d = 1.017) and PPT or similar formats (d = 1.2). Also, the efficacy of various applications on the e-learning platform varies by platform type, with a large effect size observed for two-way student–teacher communication (d = 0.819), self-assessment grid tests with immediate feedback (d = 1.072), synchronous online meetings with teachers (d = 1.117), and access to information from previous years (d = 0.89). We conclude that institutions should prioritize platform adaptability and student engagement strategies when implementing e-learning solutions for sustainable development. Full article
(This article belongs to the Special Issue Sustainable and Professional Education: Teacher Education and E-learning)
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16 pages, 2280 KiB  
Article
Sustainable Shipping Requires Sustainable Education and Training
by Dilyan Dimitranov and Blagovest Belev
Sustainability 2024, 16(24), 11270; https://doi.org/10.3390/su162411270 - 23 Dec 2024
Viewed by 1097
Abstract
The Blue Economy is a multi-layered economy in its content, although it only reflects the relation between the sea and business. Shipping plays an essential role in this economy, as it holds the largest market share. Sustainable shipping, however, requires the sustainability of [...] Read more.
The Blue Economy is a multi-layered economy in its content, although it only reflects the relation between the sea and business. Shipping plays an essential role in this economy, as it holds the largest market share. Sustainable shipping, however, requires the sustainability of a number of the components that make it up. One of the most important components is the training of marine personnel, and particularly the ship’s crew. Over the past two decades, the Lifelong Learning strategy has been firmly established in shipping, manifested through a variety of practices. In order to ensure the continuous and sustainable training of ship’s crews, the companies have introduced annual seminars, which aim to familiarize the officers with current business topics. This article analyzes the delivery methods and quality of training in six seminars conducted by four different shipping companies carried out in three different countries. The scientific method “interview” was used for gathering the necessary information for analysis of the strengths and weaknesses of this type of training, and the way it was conducted. A significant number of deck officers and engineers, participants in all seminars, were surveyed to create a clear picture of the quality of such education and training. Collected data were used for the analysis of the strengths, weaknesses, opportunities and threats (SWOT) associated with the surveyed fleet officer’s seminars. A comparative analysis of this type of postgraduate training was made, while taking in mind higher marine education and training. The article summarizes the authors’ experience of their sea service as Officers of the Watch and Masters on board of merchant vessels, as well as participants in postgraduate education and training. Conclusions for close cooperation between shipping companies and maritime educational institutions are made. Full article
(This article belongs to the Special Issue Sustainable and Professional Education: Teacher Education and E-learning)
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24 pages, 961 KiB  
Article
The Impact of Online Education on Gifted Mathematics Students from Different Family Backgrounds
by Guangyu Xu, Peijie Jiang and Bin Xiong
Sustainability 2024, 16(19), 8444; https://doi.org/10.3390/su16198444 - 27 Sep 2024
Cited by 2 | Viewed by 2460
Abstract
Goal 4 of the United Nations Sustainable Development Goals emphasizes ensuring inclusive and equitable quality education to achieve sustainability. It is well known that gifted mathematics education is crucial, but teachers for gifted mathematics education are extremely scarce. The promotion of sustainability in [...] Read more.
Goal 4 of the United Nations Sustainable Development Goals emphasizes ensuring inclusive and equitable quality education to achieve sustainability. It is well known that gifted mathematics education is crucial, but teachers for gifted mathematics education are extremely scarce. The promotion of sustainability in gifted mathematics education on a large scale is an important issue to ensure equity and quality in education. Mathematical competitions have always been an important method for gifted education and have received widespread attention from students and parents. Many high school students prepare for these competitions through extracurricular gifted mathematics tutoring. With the advancement of science and technology and the outbreak of the COVID-19 pandemic in 2020, many tutoring courses have gradually turned to online courses. Online gifted mathematics education has become a model for developing gifted education. In this study, we conducted an in-depth analysis of the learning patterns, grades, and family backgrounds of students participating in mathematics competitions in 10 key high schools in Liaoning Province from 2018 to 2024. The research results are as follows: (1) Before the COVID-19 pandemic, extracurricular gifted mathematics education primarily consisted of offline courses. During the COVID-19 pandemic, online learning resources developed rapidly and became prevalent, while offline education decreased. (2) Students from high-income families preferred offline courses when participating in extracurricular gifted education tutoring for mathematics. In contrast, students from middle- and low-income families were more inclined to choose online courses. Household registration and the place of residence had a weak correlation with the time spent participating in online gifted mathematics education. Among the influencing factors, material resources such as computers, smartphones, and broadband internet had a significant mediating effect. (3) With the advent of online education, the correlation between mathematics competition achievements and family income significantly decreased. However, students from rural families face challenges in accessing online education due to a lack of material resources consequent to the COVID-19 pandemic, resulting in lower mathematics competition achievements. The results show that online gifted education in mathematics breaks through the limitations of time, space, and resources; solves the problem of scarce teaching staff; and helps promote a comprehensive strategy for sustainable development in gifted education. At the same time, issues such as the digital divide, insufficient hardware, and limited internet access still need to be addressed. Full article
(This article belongs to the Special Issue Sustainable and Professional Education: Teacher Education and E-learning)
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