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Pedagogical Models for Sustainable Education: Exploring the Importance of Emotional Intelligence, Resilience, and Motivation

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

Deadline for manuscript submissions: closed (1 March 2025) | Viewed by 7927

Special Issue Editors

Dr. José Antonio Prieto-Saborit

E-Mail Website
Guest Editor
Faculty of P. Ossó, University of Oviedo, C/Prao Picón, 33008 Oviedo, Spain
Interests: cooperative learning; active pedagogies; multiple intelligences; health and sustainable education
Dr. David Méndez-Alonso

E-Mail Website
Guest Editor
Faculty of P. Ossó, University of Oviedo, C/Prao Picón, 33008 Oviedo, Spain
Interests: cooperative learning; active pedagogies; multiple intelligences; health and sustainable education

Special Issue Information

Dear Colleagues,

In spite of the fact that sustainable development has become one of the greatest challenges of our society, education has not as yet, acquired the necessary prominence that is presupposed in this respect. In the recent years, although there are several studies that have contributed substantial progress and knowledge in the field of education for sustainability, these seem not to suffice for the complex challenges we are facing nowadays (Wals & Corcoran, 2012; Wamsler et al., 2018)

Not only is education a means to meet an objective, but also a goal. In this respect, education plays a transformative role; relevant issues on social development should be tackled and cooperation, solidarity, equity and inclusion values should be promoted. All these should be done taking into account the singularity of each individual. However, until now internal dimensions of individuals have been neglected in the area of education on sustainability (Ives et al., 2020; Leichenko & O’Brien, 2019). Only recently has it started drawing increasing attention in the fields of sustainable science as well as education (Frank et al., 2020; Leichenko & O’Brien, 2019; Wamsler et al., 2018).

In the recent years, there has been special emphasis on the need of a pedagogical renewal, which has come to fruition through the incorporation of active methodologies that conceive learning as a dynamic process in which students are the protagonists and learn from experience and interaction with their peers.

Active methodologies can play a fundamental role in Emotional Intelligence, this being a key factor that impacts the well-being and social, mental, and physical health of students.

Aim of the Special issue and how the subject relates to the journal scope.

  1. Show advances in scientific-practical knowledge on the use of active methodologies
  2. Disseminate educational experiences at all educational stages
  3. Explain the benefits and difficulties of implementing active pedagogy
  4. Analyze motivation strategies for both students and teachers.
  5. Explore the influence of new teaching methods on the student's emotional intelligence.

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

  • All educational stages (Kindergarten, Primary, Secondary, University...);
  • Active pedagogies;
  • Projects;
  • Cooperative learning;
  • Motivation;
  • Emotional intelligence;
  • Sustainable education;
  • Equity;
  • Inclusive education.

We look forward to receiving your contributions.

Dr. José Antonio Prieto-Saborit
Dr. David Méndez-Alonso
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

  • active pedagogies
  • projects
  • cooperative learning
  • motivation
  • emotional intelligence
  • sustainable education
  • equity
  • inclusive education

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

Published Papers (6 papers)

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Research

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12 pages, 616 KiB  
Article
Modeling the Effects of Teacher Resilience and Self-Efficacy on Prosocialness: Implications for Sustainable Education
by Manuel Mieres-Chacaltana, Sonia Salvo-Garrido and Sergio Dominguez-Lara
Sustainability 2025, 17(9), 3874; https://doi.org/10.3390/su17093874 - 25 Apr 2025
Viewed by 348
Abstract
Education is essential for sustainable development. However, the social and emotional dimensions of learning—fundamental for building resilience and fostering prosocial behavior—are often overlooked. This study aims to examine the direct and indirect effects of teacher resilience on prosocial behavior and feelings, mediated by [...] Read more.
Education is essential for sustainable development. However, the social and emotional dimensions of learning—fundamental for building resilience and fostering prosocial behavior—are often overlooked. This study aims to examine the direct and indirect effects of teacher resilience on prosocial behavior and feelings, mediated by self-efficacy beliefs, in a sample of Chilean elementary school teachers (N = 1426; average age = 41.5; 77.3% women). The proposed model fit the data well (χ2 = 7337.051, CFI = 0.956, TLI = 0.954, RMSEA = 0.054, SRMR = 0.051). Results showed that, as modeled, resilience had significant direct and indirect positive effects on prosocialness, mediated by self-efficacy. These findings suggest that strengthening resilience and self-efficacy in teachers is a key strategy for advancing socioemotional competencies and building inclusive, collaborative, and sustainable educational environments aligned with the goals of Education for Sustainable Development. Full article
(This article belongs to the Special Issue Pedagogical Models for Sustainable Education: Exploring the Importance of Emotional Intelligence, Resilience, and Motivation)
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11 pages, 232 KiB  
Article
The Relationship Between the Motivational Style of Teachers and the Implementation of Cooperative Learning: A Self Determination Theory Approach
by Sara Menéndez-Espina, Jose Antonio Prieto-Saborit, David Mendez-Alonso, Estíbaliz Jiménez-Arberas, Jose Antonio Llosa and Paloma Nistal-Hernández
Sustainability 2025, 17(8), 3673; https://doi.org/10.3390/su17083673 - 18 Apr 2025
Viewed by 402
Abstract
Cooperative learning (CL) is a methodological approach consisting of a series of techniques based on group work, where each member works together within the team to achieve a common goal. There is widespread evidence of its benefits for both students and teachers and [...] Read more.
Cooperative learning (CL) is a methodological approach consisting of a series of techniques based on group work, where each member works together within the team to achieve a common goal. There is widespread evidence of its benefits for both students and teachers and it has been used successfully at various educational levels, from early childhood education to university studies. However, it is still used at a low percentage; therefore, it is of great interest to study the factors that favour its implementation by teachers. This study aims to study motivation, based on the theory of self-determination, and its relationship with the use of CL in the classroom. A sample of 279 teachers (122 male and 157 female) who had previously received specific training in the use and application of CL was used. The results show a positive relationship between intrinsic regulation towards school tasks and the application of CL in the classroom (p = 0.029). These results have important implications for understanding the factors that lead teachers to maintain CL and how this methodology also improves their teaching. Full article
(This article belongs to the Special Issue Pedagogical Models for Sustainable Education: Exploring the Importance of Emotional Intelligence, Resilience, and Motivation)
17 pages, 887 KiB  
Article
Determining the Applicability and Use of the Intrinsic Motivation Inventory in the Context of Water Conservation
by Kristin E. Gibson, Olivia M. Erskine, Kevan W. Lamm, Alexa J. Lamm, Laura A. Warner and Jessica Holt
Sustainability 2024, 16(23), 10262; https://doi.org/10.3390/su162310262 - 23 Nov 2024
Cited by 1 | Viewed by 922
Abstract
Urgent action is needed to educate the public and encourage water conservation behaviors amidst the global threat of water scarcity impacting billions by 2050. Crafting tailored educational programs about water conservation is crucial for incentivizing behavior change and achieving the Sustainable Development Goals. [...] Read more.
Urgent action is needed to educate the public and encourage water conservation behaviors amidst the global threat of water scarcity impacting billions by 2050. Crafting tailored educational programs about water conservation is crucial for incentivizing behavior change and achieving the Sustainable Development Goals. Intrinsic motivation, which is shaped by personal interests and values, plays a fundamental role in understanding individual behavior in various contexts, and therefore may aid in our understanding of water conservation behaviors. Despite the widespread application of the intrinsic motivation inventory (IMI) to measure intrinsic motivation, its adaptation and utilization in water conservation education remains largely unexplored, prompting this study to establish a relevant scale for intrinsic motivation in the context of water conservation education. Data were collected from 907 respondents in Florida, Georgia, and Alabama and subsequently analyzed using an exploratory factor analysis and confirmatory factor analysis to establish and confirm factor structures related to intrinsic motivation, perceived competence, perceived choice, and relatedness in water conservation. The study findings established the Water Conservation IMI as a reliable tool for measuring intrinsic motivation in water conservation education. Further validation of measures for extrinsic motivation in environmental literature are needed to enhance comprehensive education strategies for sustainability. Full article
(This article belongs to the Special Issue Pedagogical Models for Sustainable Education: Exploring the Importance of Emotional Intelligence, Resilience, and Motivation)
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18 pages, 1237 KiB  
Article
Research on the Flipped Classroom + Learning Community Approach and Its Effectiveness Evaluation—Taking College German Teaching as a Case Study
by Jie Wang
Sustainability 2024, 16(17), 7719; https://doi.org/10.3390/su16177719 - 5 Sep 2024
Cited by 3 | Viewed by 2213
Abstract
The evolution of theoretical research on flipped classrooms has ushered in the 2.0 era, in which the inaugural iteration, narrowly focused on process inversion, has proven inadequate in fostering enhanced interaction within flipped classrooms. This shortcoming stems from its disregard for nurturing an [...] Read more.
The evolution of theoretical research on flipped classrooms has ushered in the 2.0 era, in which the inaugural iteration, narrowly focused on process inversion, has proven inadequate in fostering enhanced interaction within flipped classrooms. This shortcoming stems from its disregard for nurturing an efficacious collaborative environment, which has emerged as a pivotal roadblock impeding the sustainable development of the flipped classroom concept. To confront this challenge, this paper advocates for the seamless integration of flipped classrooms with learning communities, underscoring the essence of knowledge construction theory and the imperative of creating a collaborative environment. Furthermore, it introduces the groundbreaking “Tai Chi Pillar” flipped classroom + learning community model and meticulously scrutinizes its effectiveness in the context of college German courses through a case study lens, examining both student learning performance and perception development. A comparative analysis with the standalone flipped classroom model reveals that the proposed model boosts academic performance for 72.6% of students and notably enhances perception development for 72% of learners, albeit with limited success among underperforming students. This underscores the model’s strengths while also highlighting the necessity for continued research and improvement. This study serves as a reference point for sustainable Flipped Classroom 2.0 research and points to future directions for investigation. Full article
(This article belongs to the Special Issue Pedagogical Models for Sustainable Education: Exploring the Importance of Emotional Intelligence, Resilience, and Motivation)
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22 pages, 1123 KiB  
Article
Cooperation of Emotional Intelligence and Social Activities in Education: Effects on School Culture and Value Acquisition
by Sümeyye Koç, Fahriye Altınay, Ahmet Koç, Zehra Altınay and Gokmen Dagli
Sustainability 2024, 16(14), 6022; https://doi.org/10.3390/su16146022 - 15 Jul 2024
Cited by 2 | Viewed by 2658
Abstract
This study examined the effects of the cooperation of emotional intelligence and social activities in education on school culture and value acquisition. The research used a simultaneous transformational research design with a mixed research method. Seven hundred and ten students participated in the [...] Read more.
This study examined the effects of the cooperation of emotional intelligence and social activities in education on school culture and value acquisition. The research used a simultaneous transformational research design with a mixed research method. Seven hundred and ten students participated in the quantitative part of the research, and 105 teachers and school administrators participated in the qualitative part. The quantitative research with students determined a positive and significant relationship between social activity, values and school culture scales. Students’ participation in social activities mediates the impact of values on the school culture and contributes to the formation of a culture. Accordingly, the cooperation of emotional intelligence and social activities significantly contributes to developing students’ emotional and social skills, the positive transformation of the school culture and the acquisition of values. The teachers who participated in the qualitative section also confirmed this result. The teachers stated that social activities are essential in the value education process at school and connect students more strongly to the school. In this regard, developing educational programs and policies that support the cooperation of emotional intelligence and social activities will be a critical step for education systems. This is crucial in achieving the sustainable development goals. This study indicates that social activities are essential in promoting sustainability in education. Full article
(This article belongs to the Special Issue Pedagogical Models for Sustainable Education: Exploring the Importance of Emotional Intelligence, Resilience, and Motivation)
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Review

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40 pages, 3185 KiB  
Review
Inclusive Pedagogical Models in STEM: The Importance of Emotional Intelligence, Resilience, and Motivation with a Gender Perspective
by Ana Bustamante-Mora, Mauricio Diéguez-Rebolledo, Jaime Díaz-Arancibia, Elizabeth Sánchez-Vázquez and Javier Medina-Gómez
Sustainability 2025, 17(10), 4437; https://doi.org/10.3390/su17104437 - 13 May 2025
Viewed by 265
Abstract
This study presents a systematic mapping of inclusive pedagogical models in STEM education, focusing on integrating emotional intelligence, resilience, and motivation from a gender perspective. The research aims to identify strategies that promote inclusive learning environments and reduce gender gaps in STEM disciplines. [...] Read more.
This study presents a systematic mapping of inclusive pedagogical models in STEM education, focusing on integrating emotional intelligence, resilience, and motivation from a gender perspective. The research aims to identify strategies that promote inclusive learning environments and reduce gender gaps in STEM disciplines. A total of 753 studies were initially identified, with 51 articles meeting the inclusion criteria and being analyzed in depth. The results reveal that active methodologies, emotional intelligence training, mentoring programs, and the presence of female role models are key strategies for fostering women’s participation and retention in STEM fields. Additionally, the findings highlight the growing importance of integrating socio-emotional skills in STEM education to improve academic performance and strengthen resilience and motivation, particularly in under-represented groups. The study discusses challenges such as teacher resistance, lack of training, and contextual barriers that affect the implementation of inclusive models. It also reflects on the influence of cultural and linguistic factors, especially in Latin American contexts. This work expands the understanding of inclusive pedagogical practices in STEM and provides relevant recommendations for educators, curriculum designers, and policymakers aiming to foster equity and sustainability in education. Full article
(This article belongs to the Special Issue Pedagogical Models for Sustainable Education: Exploring the Importance of Emotional Intelligence, Resilience, and Motivation)
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