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Innovation and Sustainability in Inclusive Education
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Innovation and Sustainability in Inclusive Education

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

Deadline for manuscript submissions: 30 June 2025 | Viewed by 11946

Special Issue Editor

Dr. Luis Ortiz Jiménez

E-Mail Website
Guest Editor
Department of Education, University of Almeria, 04120 Almería, Spain
Interests: disability; diversity; inclusion; teacher training; curriculum development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

With this Special Issue on Innovation and sustainability in Inclusive Education, we intend to address the relationship and influences of innovative action on education through the development of inclusive practices in order to ensure sustainable education. Innovation and inclusion facilitate realistic and applicable contributions in educational communities. The sustainability of educational systems involves the application of the results obtained by innovation in education, which reflect equity and justice, and with this, the barriers that hinder participation are eliminated. In short, the studies that deal with aspects, such as the application of a universal design for learning (UDL), the development of inclusive teaching methodologies, the proposals and experiences of evaluation and tutorial actions that promote inclusion, support in technologies to favor learning, the creation of collaborative networks as a strategy for achieving the SDG 2030, as well as the contribution of inclusive actions in an educational context such as the four goal-oriented measures of the SDG, will be the thematic axes of this Special Issue.

Dr. Luis Ortiz Jiménez
Guest Editor

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

  • inclusion
  • educational innovation
  • technologies applied to education
  • universal design for learning (UDL)
  • educational evaluation in inclusive contexts
  • educational response to students with disabilities
  • collaborative networks (OBJ 17)
  • education sustainability

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Published Papers (6 papers)

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23 pages, 14582 KiB  
Article
PictoAndes: A Customizable Communication Board for Inclusive Education and Multicultural Accessibility
by Mayra Carrión-Toro, David Morales-Martínez, Marco Santórum, Alexis Vizuete, Verónica Maldonado-Garcés and Patricia Acosta-Vargas
Sustainability 2025, 17(3), 956; https://doi.org/10.3390/su17030956 - 24 Jan 2025
Cited by 1 | Viewed by 2513
Abstract
Children with speech and language difficulties often face significant challenges in expressing their needs, emotions, and thoughts, which can lead to frustration, social isolation, and hindered participation in educational and social activities. Addressing this issue, we present a customizable communication board designed to [...] Read more.
Children with speech and language difficulties often face significant challenges in expressing their needs, emotions, and thoughts, which can lead to frustration, social isolation, and hindered participation in educational and social activities. Addressing this issue, we present a customizable communication board designed to facilitate effective and autonomous communication for these children. Unlike traditional solutions, this application offers a culturally adaptive and user-centered approach, enabling the inclusion of personalized pictograms, such as representations of familiar objects, to create a more relatable and engaging gamified experience. The platform “PictoAndes” leverages modern technology and gamification principles to transform therapy into an interactive and motivating process. By integrating pictograms that resonate with users’ unique contexts, the board enhances communication, strengthens emotional connections, and fosters a sense of belonging. Built on agile methodologies, the application provides a dynamic solution that adapts to individual needs and evolving challenges, ensuring accessibility and inclusivity. The evaluation of the platform, guided by WCAG 2.1 accessibility standards, demonstrates its effectiveness in reducing communication barriers and promoting active participation. Aligned with the United Nations Sustainable Development Goals (SDGs) 4 and 10, this project contributes to inclusive education and reduced inequalities by offering a practical and transformative tool. By empowering children to express themselves in meaningful ways, the customizable communication board represents a significant step toward enhancing the quality of life and fostering social inclusion for individuals with speech and language difficulties. Full article
(This article belongs to the Special Issue Innovation and Sustainability in Inclusive Education)
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14 pages, 289 KiB  
Article
Perceptions of Stress Among Primary School Teachers Teaching Students with Special Educational Needs
by Majda Schmidt, Jasmina Denša and Joca Zurc
Sustainability 2024, 16(24), 11242; https://doi.org/10.3390/su162411242 - 21 Dec 2024
Cited by 2 | Viewed by 1053
Abstract
Despite inclusive education being high on the agenda of educational systems worldwide and part of international legislation and policy, particularly the 2030 Agenda for Sustainable Development, which emphasises inclusion and equality as the basis for quality education for all, there is still a [...] Read more.
Despite inclusive education being high on the agenda of educational systems worldwide and part of international legislation and policy, particularly the 2030 Agenda for Sustainable Development, which emphasises inclusion and equality as the basis for quality education for all, there is still a need to identify how teachers in regular schools who teach students with special educational needs (SENs) experience their work. This study investigates the most significant stressors for primary school teachers teaching students with SENs. In addition, this study sets out to determine whether there were differences regarding stress between teachers based on their demographic characteristics and the type of SENs in the students they teach. The empirical study, based on a sample of 120 Slovenian teachers (89.2% females), showed that a lack of professional competency, classroom work, personal beliefs, and the burden of administrative work were the most significant perceived stressors when teaching students with SENs in regular primary school. Regarding students’ behaviour and classroom work, different types of SENs were also found to cause significant differences in stress perception. The study revealed that teaching experience and teacher training in SENs could be crucial stress reducers for primary school teachers who teach students with SENs. Full article
(This article belongs to the Special Issue Innovation and Sustainability in Inclusive Education)
15 pages, 3061 KiB  
Article
A Case Study on the Data Mining-Based Prediction of Students’ Performance for Effective and Sustainable E-Learning
by Evelina Staneviciene, Daina Gudoniene, Vytenis Punys and Arturas Kukstys
Sustainability 2024, 16(23), 10442; https://doi.org/10.3390/su162310442 - 28 Nov 2024
Viewed by 3099
Abstract
The study explores the application of data analytics and machine learning to forecast academic outcomes, with the aim of ensuring effective and sustainable e-learning. Technological study programs in universities often experience high dropout rates, which makes it essential to analyze and predict potential [...] Read more.
The study explores the application of data analytics and machine learning to forecast academic outcomes, with the aim of ensuring effective and sustainable e-learning. Technological study programs in universities often experience high dropout rates, which makes it essential to analyze and predict potential risks to reduce dropout percentages. Student performance prediction (SPP) offers potential benefits, including personalized learning and early interventions. However, challenges such as (1) data quality and availability and (2) incomplete and inconsistent data complicate this process. Moreover, to support the fourth Sustainable Development Goal (SDG), we focus on the quality of education. A case study approach is used using data mining techniques, particularly classification, regression, and clustering, to predict student performance. The case presented aims to predict risks and ensure academic success and quality. The cross-industry standard process for data mining (CRISP-DM) methodology is used to structure and guide the prediction process. The study shows that using data from student learning processes within an academic success prediction model and data mining can identify at-risk students. Full article
(This article belongs to the Special Issue Innovation and Sustainability in Inclusive Education)
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27 pages, 3806 KiB  
Article
“But Marley Can’t Play Up Here!” Children Designing Inclusive and Sustainable Playspaces through Practitioner Research
by Kathy Cologon
Sustainability 2024, 16(15), 6626; https://doi.org/10.3390/su16156626 - 2 Aug 2024
Viewed by 1810
Abstract
The present study engages early childhood teachers and educators in practitioner research as they respond to children’s concerns about justice and equity in playground accessibility and explore ideas for inclusive and sustainable playspaces. Conducted in a community-based early childhood setting in a low [...] Read more.
The present study engages early childhood teachers and educators in practitioner research as they respond to children’s concerns about justice and equity in playground accessibility and explore ideas for inclusive and sustainable playspaces. Conducted in a community-based early childhood setting in a low socioeconomic urban area in NSW, Australia, the research engaged six teachers and educators as active researchers alongside 26 children aged three to six years. Utilising a critical pedagogy framework, the present study explored how children identified and expressed concerns about the lack of playground accessibility and sustainability. Through reflective practice and engagement with Universal Design principles, children, teachers, and educators collaboratively developed ideas and recommendations for inclusive and sustainable playspaces. Findings highlight the children’s capacity for critical awareness of and advocacy for equity and justice, as well as the transformative potential of practitioner research in fostering inclusive, equitable, and sustainable pedagogy. The present study underscores the value of practitioner research with a child-led focus, drawing on critical pedagogy to create inclusive and sustainable playspaces. Full article
(This article belongs to the Special Issue Innovation and Sustainability in Inclusive Education)
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23 pages, 654 KiB  
Article
Roots of Resilience: Uncovering the Secrets behind 25+ Years of Inclusive Education Sustainability
by Mahwish Kamran and Sohni Siddiqui
Sustainability 2024, 16(11), 4364; https://doi.org/10.3390/su16114364 - 22 May 2024
Cited by 5 | Viewed by 1873
Abstract
Over the last quarter of a century, there has been a growing global interest in inclusive education, and the promotion of equality and acceptance for children with special educational needs. While some studies have explored sustainable practices for inclusion in international research, there [...] Read more.
Over the last quarter of a century, there has been a growing global interest in inclusive education, and the promotion of equality and acceptance for children with special educational needs. While some studies have explored sustainable practices for inclusion in international research, there is a notable lack of studies conducted in Pakistan that aim to identify best practices to not only promote inclusion, but also to sustain it over time. The current study uses a qualitative case study approach to explore one sustainable inclusive education setting in depth and identify the factors that contribute to its longevity. The thematic analysis revealed significant themes that reflect the practices that have enabled the institution to thrive for more than 25 years. These include the implementation of welcoming policies and supportive attitudes among all stakeholders, the provision of essential resources, the creation of adapted learning environments, the promotion of parental and peer support, the continuous professional development of staff, advocacy for acceptance and equality, and outstanding leadership in promoting inclusive support. The authors acknowledge the limitations of a single case study; however, this study represents the first attempt to provide guidance to institutions adopting inclusive education models in Pakistan. Full article
(This article belongs to the Special Issue Innovation and Sustainability in Inclusive Education)
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20 pages, 2722 KiB  
Systematic Review
Towards a Sustainable Future in Education: A Systematic Review and Framework for Inclusive Education
by Chuang Yang, Tianjian Wang and Qi Xiu
Sustainability 2025, 17(9), 3837; https://doi.org/10.3390/su17093837 - 24 Apr 2025
Viewed by 611
Abstract
Inclusive education has become a central issue in global educational reform, advancing the agenda for educational equity and social justice. However, despite significant theoretical and policy developments, research in this field remains fragmented, and no coherent framework currently exists. This study analyzes 3663 [...] Read more.
Inclusive education has become a central issue in global educational reform, advancing the agenda for educational equity and social justice. However, despite significant theoretical and policy developments, research in this field remains fragmented, and no coherent framework currently exists. This study analyzes 3663 SSCI papers published between 2000 and 2024, using Latent Dirichlet Allocation (LDA) topic modeling to identify 15 distinct research themes in inclusive education. By combining LDA with manual coding, four key research areas emerged: concept and connotation, macro needs and support, micro-level implementation, and implementation effects and challenges. These findings highlight the interconnections between policy, practice, and environmental factors shaping inclusive education. Based on these results, an integrated input–process–outcome–feedback (IPOF) framework is proposed to advance the understanding of inclusive education’s evolution, effectiveness, and implementation. This framework offers actionable insights for policymakers and educators, helping to promote inclusive education aligned with Sustainable Development Goal 4 (SDG 4) and advancing global educational equity. Full article
(This article belongs to the Special Issue Innovation and Sustainability in Inclusive Education)
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