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Inclusive Education and Digital Transition. A Path to Sustainable Social...
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Inclusive Education and Digital Transition. A Path to Sustainable Social Inclusion

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

Deadline for manuscript submissions: closed (30 April 2023) | Viewed by 8403

Special Issue Editors

Dr. Mª Jesús Colmenero Ruiz

E-Mail Website
Guest Editor
Department of Pedagogy, University of Jaen, 23071 Jaen, Spain
Interests: teacher training; attention to diversity; educational inclusion; guidance and tutoring
Prof. Dr. Ana María Ortiz-Colón

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Guest Editor
Department of Pedagogy, University of Jaen, 23071 Jaen, Spain
Interests: ICT; teacher training; digital inclusion in education; educational technology; adult education
Special Issues, Collections and Topics in MDPI journals
Dr. Pedro Jurado de los Santos

E-Mail Website
Guest Editor
Department of Applied Pedagogy, Autonomous University of Barcelona, 08193 Bellaterra-Cerdanyola, Spain
Interests: social vulnerability; orientation and socio-labor insertion of people with disabilities; transition; inclusive education; teacher training
Prof. Dr. Carlos Hervás-Gómez

E-Mail Website
Guest Editor
Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: teacher training; ICT; education research; emerging educational technologies; computational thinking
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education is an essential means in order to achieve the Sustainable Development Goals of the 2030 Agenda. Sustainable Development Goal 4 (SDG 4) of the 2030 Agenda constitutes the synthesis of the aspirations of education. Analysing the post-COVID-19 era, alarm is raised about a reality that needs to be made visible: there are still many people with disabilities who are victims of the digital gap and who encounter barriers when accessing new technologies. This is an important fact, as it could lead to the absolute exclusion of these individuals in a context in which technology has acquired unprecedented importance. Technologies greatly facilitate the development of people with disabilities. On one hand, it is necessary to overcome the barriers encountered when trying to participate on equal terms in the Information Society and, on the other hand, it is also necessary to implement technological tools at the service of sustainable educational inclusion. Research aimed at the digital inclusion of the population is being sought, in line with the use of ICT in order to favour accessibility and also the elimination of barriers and obstacles for all students. It is important to overcome the digital gap, especially in the most vulnerable groups.

Dr. Mª Jesús Colmenero Ruiz
Prof. Dr. Ana María Ortiz-Colón
Dr. Pedro Jurado de los Santos
Dr. Carlos Hervás-Gómez
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

  • Agenda 2030
  • digitalization
  • inclusive teachers
  • inclusive education
  • digital inclusion in education
  • Universal design for learning
  • inclusive e-learning
  • digital transition
  • social inclusión

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Published Papers (2 papers)

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Research

18 pages, 762 KiB  
Article
Investigating the Effect of Students’ Knowledge, Beliefs, and Digital Citizenship Skills on the Prevention of Cybercrime
by Hosam A. Althibyani and Abdulrahman M. Al-Zahrani
Sustainability 2023, 15(15), 11512; https://doi.org/10.3390/su151511512 - 25 Jul 2023
Cited by 3 | Viewed by 4980
Abstract
The growing prevalence of cybercrime, particularly among young adults, necessitates the promotion of digital citizenship to educate students about responsible online behavior and to equip them with the skills to mitigate cyber risks. The specific objective of this study was to investigate the [...] Read more.
The growing prevalence of cybercrime, particularly among young adults, necessitates the promotion of digital citizenship to educate students about responsible online behavior and to equip them with the skills to mitigate cyber risks. The specific objective of this study was to investigate the effect of digital citizenship skills on the prevention of cybercrime among higher education students. A mixed-method approach, including surveys and interviews, was employed to collect data from 652 students in Saudi Arabia. This study found that digital citizenship generally has a significant impact on students’ awareness and prevention of cybercrime through the development of responsible online behavior. Knowledge of digital law came first, followed by beliefs about digital manners. Digital communication skills came third, followed by digital rights, knowledge, and duties in fourth place. Then, digital commerce skills and digital health beliefs came fifth and sixth, respectively. This was followed by digital access skills, then digital security, and finally digital culture. The results also revealed a negative statistical relationship between digital citizenship and cybercrimes’ various forms including national, financial, banking, social, immoral, insulting, slanderous, defaming, threatening, and harassment in virtual learning environments. These findings have significant implications for the understanding of how higher education institutions can promote digital citizenship and prevent cybercrime by integrating digital citizenship education into their curriculum, providing training for educators, and establishing clear policies and guidelines for responsible online behavior. Full article
(This article belongs to the Special Issue Inclusive Education and Digital Transition. A Path to Sustainable Social Inclusion)
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12 pages, 292 KiB  
Article
Differences in Health-Related Fitness Variables between Adult Athletes and Non-Athletes with Down Syndrome: A Descriptive Study
by Cristina Castejón-Riber, Francisco Requena, Juan de Dios Benítez-Sillero and Rocío Camacho
Sustainability 2021, 13(17), 9618; https://doi.org/10.3390/su13179618 - 26 Aug 2021
Viewed by 2074
Abstract
The main purpose of this study is to present objective data on the differences in anthropometrics and fitness variables between adult athletes and non-athletes with Down Syndrome (DS) members of the “Down Cordoba Association” (DCA), after adjusting for confounders. Twenty-seven adults, 7 athletes [...] Read more.
The main purpose of this study is to present objective data on the differences in anthropometrics and fitness variables between adult athletes and non-athletes with Down Syndrome (DS) members of the “Down Cordoba Association” (DCA), after adjusting for confounders. Twenty-seven adults, 7 athletes and 20 non-athletes with DS, participated in this study. Health-related fitness variables were measured with tests validated for this population. First, the characteristics of the subjects according to sex and sports practice are presented. Athletes present significantly higher values for height (p = 0.010) and waist-to-hip ratio (p = 0.005). Furthermore, male athletes compared to male non-athletes have lower values in % of body fat (p = 0.030), and in waist (p = 0.031) and hip (p = 0.041) circumferences. Furthermore, athletes have better values in tests of strength, cardiovascular endurance (66.60 ± 47.66 vs. 32.31 ± 24.49 (s); p = 0.037), and agility, but not in flexibility. Significant differences were only found in cardiovascular endurance. As a conclusion, the practice of sports among the users of the “Down Córdoba Association” in general leads to better health-related fitness values. Therefore, we encourage the guardians of people with DS in this association to motivate them to practice sports because this practice will more likely improve their overall health. Full article
(This article belongs to the Special Issue Inclusive Education and Digital Transition. A Path to Sustainable Social Inclusion)
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