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Media Education and Sustainable Futures
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Media Education and Sustainable Futures

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

Deadline for manuscript submissions: closed (29 February 2020) | Viewed by 12502

Special Issue Editors

Dr. Divina Frau-Meigs

E-Mail Website
Guest Editor
English-Speaking World Department, Université Sorbonne Nouvelle, Paris 75005, France
Dr. Irma Velez

E-Mail Website
Guest Editor
Department of Spanish, ESPE, Sorbonne University, Paris 75016, France

Special Issue Information

Dear Colleagues,

Sustainability can be construed in many different ways. Currently, much attention has been paid to the viability of business models, demographic changes in audiences, and their migration into online communities. In this context, Media Education (ME) has been used as a tool for “coping” with transversal insertion in subject matters; however, opportunities for its full-scale implementation in the curricula of schools and universities are rare.

However, more recently, information opportunities (hyper-connectedness, data reporting analysis, reliability, consistency and accuracy, improved data storage, data management and retrieval, innovation) and information disorders (radicalization, “fake news”, hate speech) have caught centre stage. Changes in education are thus becoming crucial, with ME being presented as one of the soft skills of the 21st century. Information is crucial to sustainability (the coordination of activities, the re-engineering of work practices, public accountability, networking, environmental reporting, creativity). In this new context, sustainability requires, thus, a new information ecology. In 1987, the Brundtland report described sustainable development based on the three interconnected dimensions of environment, society, and economy. This new context calls for information as a fourth axial dimension that structures all of the others. This information ecology also calls for open public spaces to express major concerns for the future, such as climate change, digital pollution, (cyber)terrorism, and forced mobility.

This Special Issue proposes to examine the nature of this change and suggest ways forward. It will focus on new attitudes towards information, including the greater need for critical approaches that allow us to share it more than consume it. In particular, it will examine the potential shift from sustainability to sustaining/sustainable democracy as well as the educational challenges that come along with it, in particular teacher and student training to participate in public discourse and express their views (including by creating their own media). New avenues to move beyond passive media consumption and enable active civic engagement will be explored.

How can ME contribute to sustainable democratic societies? What are the information needs of learners, citizens, and their communities to ensure a sustainable future? How are we to understand the role of ME in shaping global issues, such as the environment, immigration, health, and related education in gender, race, and social inclusion? What are the challenges for media educators, decision-makers, and the media themselves?

Contributors are invited to deal with one or more of the following themes:

  • criteria and indicators for sustainable Media Education (ME) (capacity building, resilience, empathy);
  • the ability to modify resources and resource formats;
  • “old-fashioned” media and their utility;
  • MIL, sustainable accessibility;
  • issues of localization (such as cultural relevance and language) and content contribution and transfer;
  • learner skills and mindset (engagement, participation, contribution);
  • implementation of practices that replicate educational resources and invite continuous stakeholder improvement;
  • sharing knowledge within and across mass and social media;
  • media education and its business model;
  • the role of actors (teachers, libraries, platforms, etc.);
  • the relevance of inclusiveness, openness, and interconnectedness;
  • ME’s contribution to the information commons;
  • multi-stakeholderism and global change;
  • transliteracy for sustainable futures (mobility, intercultural stakes, etc.); and
  • ME and Artificial Intelligence (AI).

Papers can be theoretical or experience-based. Preference will be given to ethical and critical approaches.  

Dr. Divina Frau-Meigs
Dr. Irma Velez
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.

Published Papers (3 papers)

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Research

23 pages, 871 KiB  
Article
An Empirical Study on the Learning Outcomes of E-Learning Measures in Taiwanese Small and Medium-Sized Enterprises (SMEs) Based on the Perspective of Goal Orientation Theory
by Der-Chiang Li and Ching-Yeh Tsai
Sustainability 2020, 12(12), 5054; https://doi.org/10.3390/su12125054 - 21 Jun 2020
Cited by 4 | Viewed by 3694
Abstract
The constant improvement of an enterprise’s competitive advantage is essential for its sustainable operation. Simultaneously, the persistent and effective learning methods of organizational members lead to the accumulation of learning results and knowledge, which are important intangible assets, as well as the key [...] Read more.
The constant improvement of an enterprise’s competitive advantage is essential for its sustainable operation. Simultaneously, the persistent and effective learning methods of organizational members lead to the accumulation of learning results and knowledge, which are important intangible assets, as well as the key to establishing a company’s competitive advantage. Many enterprises have utilized various resources (such as building systems and purchasing software) to facilitate employee learning. However, the employees’ learning outcomes may not necessarily meet these enterprises’ expectations. As advocated in many studies, e-learning is not merely a new trend—it also plays an essential role in the learning and training process that organizational members undergo. However, throughout the learning process, what are the factors that cause different e-learning outcomes? The goal orientation theory in educational psychology has provided a reasonable framework for explaining and describing the differences in employees’ post-learning behaviors. This study focused on employees from Taiwanese small and medium-sized enterprises (SMEs) and their participation in enterprise resource planning (ERP)-based e-learning. The employees’ goal orientations and how they indirectly (with learning satisfaction as a mediator) impact the employees’ learning outcomes were examined and deduced. A questionnaire was administered to 405 employees from different SMEs who have had the experience of using an ERP-based e-learning platform. According to the structural equation model analysis results, the employees’ master goal orientation and performance-approach orientation (avoidance orientation) will exert an indirect positive (negative) influence on learning outcomes through learning satisfaction as a mediator. Lastly, this study interpreted the empirical results together with their academic and managerial implications, and proposed some recommendations for subsequent research. Full article
(This article belongs to the Special Issue Media Education and Sustainable Futures)
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27 pages, 3068 KiB  
Article
Antecedents of Employees’ Goal Orientation and the Effects of Goal Orientation on E-Learning Outcomes: The Roles of Intra-Organizational Environment
by Der-Chiang Li and Ching-Yeh Tsai
Sustainability 2020, 12(11), 4759; https://doi.org/10.3390/su12114759 - 10 Jun 2020
Cited by 10 | Viewed by 4356
Abstract
Organizational learning is beneficial for the maintenance and development of an organization’s long-term competitive advantages. However, organizational learning can be achieved only through the learning carried out by individual members. Therefore, employees’ learning plays a critical role in companies that pursue sustainable management. [...] Read more.
Organizational learning is beneficial for the maintenance and development of an organization’s long-term competitive advantages. However, organizational learning can be achieved only through the learning carried out by individual members. Therefore, employees’ learning plays a critical role in companies that pursue sustainable management. E-learning allows employees to learn without any time or space constraints, which strengthens and improves organizational learning capacity. The participants of this study were employees in small and medium-sized enterprises. This study explored and identified the ways in which these employees’ perceived intra-organizational environment (including the organization’s commitment to learning and a competitive psychological climate) affects their learning outcomes through their goal orientations and computer anxiety (CA). A questionnaire was administered to the employees who have used an Enterprise Resource Planning (ERP) e-learning platform. The results indicated that an organization’s commitment to learning and its competitive psychological climate affect e-learning outcomes, with employees’ goal orientations and CA acting as mediator variables. Furthermore, in contrast to past studies, this study found that the organization’s competitive psychological climate could strengthen employees’ learning motivation (i.e., learning goal orientation) and their desire to perform well (i.e., proving goal orientation), thus improving their e-learning outcomes. Finally, the empirical results were used to develop recommendations for high-ranking executives, department managers, and human resource departments. Full article
(This article belongs to the Special Issue Media Education and Sustainable Futures)
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18 pages, 3379 KiB  
Article
French Media Representations towards Sustainability: Education and Information through Mythical-Religious References
by Tudor Mihaela Alexandra and Bratosin Stefan
Sustainability 2020, 12(5), 2095; https://doi.org/10.3390/su12052095 - 9 Mar 2020
Cited by 18 | Viewed by 3982
Abstract
The present article aims to analyze the representations and the role of symbolic forms of mythical-religious thought in the mediatization of sustainability. A main corpus of items, composed of the media information and news offer covered by the mainstream French media, and a [...] Read more.
The present article aims to analyze the representations and the role of symbolic forms of mythical-religious thought in the mediatization of sustainability. A main corpus of items, composed of the media information and news offer covered by the mainstream French media, and a secondary corpus, as important, related to Francophone scientific articles, was considered. The study, conducted on French media news referenced by the Google search engine between 2009 and 2018, highlights a production of secular meaning of sustainability through mythical-religious references, a growth in the spiritualization of media content of the journalistic offer on sustainability, and the hegemony of the media, the omnipotence of the mediatized thing producing “an effect of Church” by legitimizing a certain “truth” of the information. Full article
(This article belongs to the Special Issue Media Education and Sustainable Futures)
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