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Education for Sustainable Development and Contributions from Education to Sustainable Development

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

Deadline for manuscript submissions: 31 December 2025 | Viewed by 9573

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Special Issue Editors

Prof. Dr. Francisco Javier Robles Moral

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Guest Editor

Department of Experimental Sciences Didactic, University of Murcia, 30100 Murcia, Spain
Interests: SDGs; training teachers; environment; education; university
Special Issues, Collections and Topics in MDPI journals

Dr. Enrique Ayuso Fernández

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Guest Editor

Department of Experimental Sciences Didactic, University of Murcia, 30100 Murcia, Spain
Interests: biology; training teachers; environment; education; university
Special Issues, Collections and Topics in MDPI journals

Dr. Marina Martínez-Carmona

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Guest Editor

Department of Experimental Sciences Didactic, University of Murcia, 30100 Murcia, Spain
Interests: biochemistry; chemistry; training teachers; environment; education; university; active methodologies

Special Issue Information

Dear Colleagues,

Goals can be used to evaluate achievements. In addition, it is necessary to establish the foundations of Education for Sustainability beyond 2030, as Education for Sustainability will provide the acquisition of skills, competences, and attitudes, as well as the knowledge and values, needed to provide a sustainable future for all.

Therefore, in view of this review and evaluation stage, the main objective of this Special Issue is to carry out a sample of didactic activities, research the different educational trends, study the use of new-generation educational resources, and the analysis of learning and teaching of sustainability competence at different educational and teacher training levels, taking into account the aspects of educational management from curriculum development, teaching and learning management, measurement and evaluation, and the evolution towards sustainability.

In this Special Issue, we encourage researchers to submit research articles or empirical, theoretical, and methodological reviews (qualitative, mixed methods, or quantitative) in the framework of formal and non-formal education from the perspective of sustainable development. The following lines of work are related to this Special Issue:

Education for Sustainable Development: From e-learning to Intelligent Education.
Contributions of different areas of science to Education for Sustainable Development.
New trends in teaching and learning in Education for Sustainable Development.
The SDGs in Education for Sustainable Development

Other topics that are not listed but that are related to research on activities carried out in the field of Education for Sustainable Development of teachers will also be encouraged and valued.

Dr. Francisco Javier Robles Moral
Dr. Enrique Ayuso Fernández
Dr. Marina Martínez-Carmona
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

sustainable development
biodiversity
sustainable development goals (SDGs)
science education
education
artificial intelligence (AI)
climate change
scientific-critical thinking
scientific creativity

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Published Papers (10 papers)

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Research

23 pages, 2856 KiB

Open AccessArticle

A Study on the Effectiveness of a Hybrid Digital-Physical Board Game Incorporating the Sustainable Development Goals in Elementary School Sustainability Education

by Jhih-Ning Jhang, Yi-Chun Lin and Yen-Ting Lin

Sustainability 2025, 17(15), 6775; https://doi.org/10.3390/su17156775 - 25 Jul 2025

Viewed by 421

Abstract

The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, outline 17 interconnected objectives designed to promote human well-being and sustainable development worldwide. Education is recognized by the United Nations as a key factor in promoting sustainable development. To cultivate students with both global perspectives and local engagement, it is essential to integrate sustainability education into elementary curricula. Accordingly, this study aimed to enhance elementary school students’ understanding of the SDGs by designing a structured instructional activity and developing a hybrid digital-physical board game. The game was implemented as a supplementary review tool to traditional classroom teaching, leveraging the motivational and knowledge-retention benefits of physical board games while incorporating digital features to support learning process monitoring. To address the limitations of conventional review approaches—such as reduced student engagement and increased cognitive load—the instructional model incorporated the board game during review sessions following formal instruction. This was intended to maintain student attention and reduce unnecessary cognitive effort, thereby supporting learning in sustainability-related content. A quasi-experimental design was employed to evaluate the effectiveness of the instructional intervention and the board game system, focusing on three outcome variables: learning motivation, cognitive load, and learning achievement. The results indicated that students in the game-based Sustainable Development Goals group achieved significantly higher delayed posttest scores (M = 72.91, SD = 15.17) than the traditional review group (M = 61.30, SD = 22.82; p < 0.05). In addition, they reported significantly higher learning motivation (M = 4.40, SD = 0.64) compared to the traditional group (M = 3.99, SD = 0.69; p < 0.05) and lower cognitive load (M = 1.84, SD = 1.39) compared to the traditional group (M = 2.66, SD = 1.30; p < 0.05), suggesting that the proposed approach effectively supported student learning in sustainability education at the elementary level. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

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15 pages, 248 KiB

Open AccessArticle

Applications of Biotechnology in the Environment: Arguments from Spanish Secondary School Students

by Cristina Ruiz-González, Luisa López-Banet and Gabriel Enrique Ayuso Fernández

Sustainability 2025, 17(15), 6768; https://doi.org/10.3390/su17156768 - 25 Jul 2025

Viewed by 292

Abstract

The widespread use of bacteria in bioremediation led us to consider what Compulsory Secondary Education (ESO) and Baccalaureate students know about prokaryotes and what their attitudes towards them are. This study focuses on the analysis of the arguments made by secondary school students from several Spanish schools regarding the application of bioremediation to eliminate polluting plastics from the environment. Semi-structured interviews were used to obtain information on descriptive aspects regarding the application of biotechnology to bioremediation. This instrument allows for a better understanding of what students know about biotechnology and what they value when adopting a particular attitude towards improving the environment through systematic observations and recording spontaneously occurring events. The arguments used by these students were analyzed from the perspective of the knowledge and values they consider when making their justifications. It was observed that the students viewed the use of microorganisms to treat waste positively and valued the environmental impact and scientific progress, although they had doubts about certain technical aspects. A teaching approach based on the biodegradation of plastics encourages critical thinking and can be integrated transversally into teaching, promoting debates and reflections on science and values. It is recommended that these types of activities continue to be developed to improve science education. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

21 pages, 1117 KiB

Open AccessArticle

Exploring the Role of Innovative Teaching Methods Using ICT Educational Tools for Engineering Technician Students in Accelerating the Green Transition

by Georgios Sotiropoulos, Eleni Didaskalou, Fragiskos Bersimis, Georgios Kosyvas and Konstantina Agoraki

Sustainability 2025, 17(14), 6404; https://doi.org/10.3390/su17146404 - 12 Jul 2025

Viewed by 360

Abstract

Sustainable development has emerged as a critical priority for the global community, influencing all aspects of development worldwide. Within this context, the role of education and training in advancing sustainable development can contribute to this. This research aims to explore whether the integration of Information and Communication Technology educational tools into the curricula of engineering technicians helps trainees better understand the concepts of climate change and resource management, which are directly linked to the green transition and the green economy, compared to traditional educational methods. The study was conducted with trainees from Higher Vocational Training Schools (SAEKs) in the wider Athens area, Greece. According to the results, using educational technology to teach engineering courses aids students in developing the competencies needed to change production processes and business models in the direction of a greener future. This is especially crucial as future technicians will be able to use cutting-edge methods to lower emissions and boost resource use efficiency. The findings of the study could provide important information for all those involved in the design of educational curricula of engineering technicians. Concerns and thoughts on the effective use of educational technology in the educational process are also expressed. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

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23 pages, 300 KiB

Open AccessArticle

Implementing the Sustainable Development Goals in the Curricula of University Degrees: Initial Steps

by Eva Gregori-Giralt, Carmen Benítez-Robles and José-Luis Menéndez-Varela

Sustainability 2025, 17(14), 6355; https://doi.org/10.3390/su17146355 - 11 Jul 2025

Viewed by 248

Abstract

We introduce a model to gauge the implementation of the Sustainable Development Goals (SDGs) in the course syllabuses of university degree programmes. The model, comprising four category systems, is designed to analyse curricula that are still at an early stage of this process. The model is tested in Spanish public universities that offer master’s degrees in Advanced Studies in Art History. A conventional content analysis is performed on 762 competencies across 82 subjects in five institutions. The results show that (a) 0.92% of competency codes were aligned with the SDGs, while 13.25% were merely related to them; (b) 48.02% were affected by repetitions of supposedly different competencies; (c) there was a mean value of 9.29 competencies per subject, and modal values of 1 and 4 subjects in which each competency was addressed; and (d) only 26.12% of the competencies were associated with high-level cognitive processes. In conclusion, a thorough reconceptualisation and reorganisation of curriculum maps is needed to adapt them for the SDG framework. The first steps are to promote high-level cognitive processes associated with competencies, eliminate repetition, reduce the number of competencies, increase the number of subjects addressing each competency, and organise the competencies into different performance levels. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

12 pages, 2784 KiB

Open AccessArticle

Food Systems in the Curriculum of American Undergraduate Sustainability and Environmental Science/Studies Programs

by Joseph Kantenbacher, Ethan Strom, Vivian Omondi, Sharad Chowdhury and Sonja Braucht

Sustainability 2025, 17(13), 5906; https://doi.org/10.3390/su17135906 - 26 Jun 2025

Viewed by 971

Abstract

Food systems are crucial components of sustainable development challenges, from hunger to climate change to responsible patterns of production and consumption. Students in environmental degree programs would be better equipped to contribute to sustainability solutions, with insight into the production, processing, distribution, consumption, and disposal of food. In this paper, we aim to understand how sustainability and environmentally oriented programs (SEOPs) in American higher education institutions are preparing students to understand food systems, examining how frequently food systems classes are present in their curricula. Our study cataloged the curricular offerings and requirements of 449 undergraduate SEOPs in the United States for the 2024–2025 academic year. We find that 44% of SEOPs include food systems courses as electives in their programs of study, but only 9% make a food systems course a requirement. These findings suggest that food systems awareness may be deficient in college-trained sustainable development workers, potentially impeding efforts to achieve Sustainable Development Goals. This study offers a method for assessing the curricular integration of food systems content and provides a benchmark for those aiming to align academic programs with global sustainability targets. Integrating food systems courses into SEOP curricula can improve preparation for addressing interconnected sustainability challenges. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

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18 pages, 921 KiB

Open AccessArticle

From Perception to Sustainability: Validating a Tool to Assess Students’ Awareness of the Ecological, Utilitarian, and Cultural Roles of Plants

by Sena Seçil Akpınarlı and Pınar Köseoğlu

Sustainability 2025, 17(12), 5540; https://doi.org/10.3390/su17125540 - 16 Jun 2025

Viewed by 970

Abstract

This study presents the development of the Plant Perception Scale (PPS), a multidimensional tool designed to assess high school students’ awareness of the ecological, utilitarian, and cultural significance of plants. Positioned within the broader goal of Education for Sustainable Development (ESD), the scale aims to identify perception gaps that may hinder students’ engagement with biodiversity and sustainability. Following a rigorous development process—including item generation, expert review, pilot testing, and psychometric validation—the final 21-item scale revealed a three-factor structure: Ecological Awareness and Sustainability Perception (12 items), Utility-Oriented Plant Perception (5 items), and Cultural and Aesthetic Perception (4 items). Exploratory Factor Analysis confirmed data suitability (KMO = 0.920; Bartlett’s χ²(210) = 2245.215, p < 0.001). Confirmatory Factor Analysis supported the structure with strong fit indices (χ²/df = 2.204; CFI = 0.949; RMSEA = 0.055). Internal consistency was high (Cronbach’s α = 0.88 for the total scale; factor α values ranged from 0.823 to 0.939). The PPS contributes to sustainable education by offering a reliable framework to evaluate plant-related awareness among adolescents and can serve as a diagnostic and pedagogical tool to guide curriculum development and educational interventions in support of the SDGs. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

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14 pages, 244 KiB

Open AccessArticle

The 2030 Agenda and the SDGs in Initial Teacher Training: An Analysis of Teaching Guides

by José Cantó, M. Àngels Ull, María Calero, Tatiana Pina, Olga Mayoral and Amparo Vilches

Sustainability 2025, 17(11), 4909; https://doi.org/10.3390/su17114909 - 27 May 2025

Viewed by 527

Abstract

This paper examines the attention given to the 2030 Agenda and, in particular, to the Sustainable Development Goals (SDGs) in Early Childhood and Primary School Education Degree programs. To this end, the teaching guides of both degrees of the University of Valencia were analyzed. The results reveal that the presence of the SDG is not homogeneous but rather concentrated on a limited number of SDGs (3, 4, 5, and 10), while others, which would be expected given their relevance, are largely absent. Moreover, SDGs are mainly present in the first courses where subject-specific didactics are absent. This poses a challenge for addressing didactic models that promote the implementation of SDGs in the classroom. The study concludes that urgent action is needed to ensure comprehensive SDG integration in teacher training, in line with current educational regulations. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

21 pages, 785 KiB

Open AccessArticle

Critical Soft Skills for Sustainability in Higher Education: A Multi-Phase Qualitative Study

by Marcelle Feitoza Bassi Costa and Carla Martins Cipolla

Sustainability 2025, 17(2), 377; https://doi.org/10.3390/su17020377 - 7 Jan 2025

Cited by 4 | Viewed by 1844

Abstract

Sustainability requires a holistic perspective beyond technological advancements, integrating relational and socio-emotional dimensions critical for addressing the complexity of contemporary challenges. In this context, interpersonal and intrapersonal skills, often referred to as soft skills, emerge as central elements, particularly within the educational domain. This article aims to identify critical soft skills for sustainability and systematize educational practices supporting their development and integration into higher education. Employing a methodological framework grounded in Design-Based Research (DBR) and Design Thinking (DT), this research was conducted in three phases: (i) immersion, (ii) content analysis, and (iii) synthesis. The results identify 19 soft skills, grouped into four main categories: (i) Communication, Collaboration, and Diversity Management; (ii) Self-Awareness and Emotional Management; (iii) Environmental, Cultural, and Social Awareness; and (iv) Ethical Values and Spirituality. For each category, specific educational practices are presented, offering a strategic pathway to integrate these skills into higher education and advance competencies aligned with sustainability. This study highlights the urgent need for a transformative shift in higher education, proposing a structured and adaptable model for integrating critical soft skills into the educational field. This approach aims to equip individuals with the interpersonal and intrapersonal competencies to navigate complex socio-environmental challenges and contribute to a more sustainable future. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

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17 pages, 640 KiB

Open AccessArticle

Sustainable Learning in Gifted Students: The Relationship Between Cultural Capital and Lifelong Learning

by Ramazan Eryılmaz

Sustainability 2024, 16(23), 10702; https://doi.org/10.3390/su162310702 - 6 Dec 2024

Cited by 1 | Viewed by 1363

Abstract

This study explores the relationship between cultural capital and lifelong learning within the context of sustainable education for gifted students. The research measures the cultural capital, lifelong learning skills, and critical-reading abilities of gifted students and examines whether cultural capital influences their lifelong learning and critical-reading proficiency. Additionally, participants’ perspectives on lifelong learning and critical reading were collected. Employing a mixed-methods design, the study synthesizes both quantitative and qualitative data. The quantitative results demonstrate a significant positive correlation between critical reading and lifelong learning skills, with the impact of cultural capital on both variables being supported by qualitative findings. Students with higher levels of cultural capital clearly outperform others in these areas, as reflected in both the quantitative data and qualitative insights. Cultural capital is identified as a significant determinant of students’ academic and cognitive abilities. Furthermore, critical-reading skills were found to positively influence students’ self-confidence. Based on these findings, it is recommended that support for gifted students be tailored to address individual and social differences. The study underscores the need for educational programs to be restructured to prioritize the development of critical thinking and lifelong learning competencies. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

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17 pages, 498 KiB

Open AccessArticle

Integrating Playful Learning to Enhance Education for Sustainability: Case Study of a Business School in Slovenia

by Barbara Bradač Hojnik

Sustainability 2024, 16(22), 9953; https://doi.org/10.3390/su16229953 - 14 Nov 2024

Viewed by 1365

Abstract

Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t-tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development. Full article

(This article belongs to the Special Issue Education for Sustainable Development and Contributions from Education to Sustainable Development)

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