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Innovations in E-Learning and Governance of Educational Entities for Education Within the Framework of Sustainable Development

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

Deadline for manuscript submissions: 31 July 2026 | Viewed by 4078

Special Issue Editors

Prof. Dr. Francisco Aníbal Ganga-Contreras

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Guest Editor
Faculty of Education and Humanities, University of Tarapacá, Arica 1000007, Chile
Interests: higher education; university governance; university administration; human talent; leadership
Prof. Dr. Andrea Renate Minte

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Guest Editor
Department of Education, University of Los Lagos, Osorno, Chile
Interests: educational policies; equity; inclusion; educational history; curriculum
Dr. Juan Abello-Romero

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Guest Editor
Departamento de Contabilidad y Auditoría, Facultad de Administración y Economía, Universidad de Santiago de Chile, Santiago 9170022, Chile
Interests: higher education; university governance; corporate sustainability

Special Issue Information

Dear Colleagues,

In a world where sustainable development is a fundamental pillar for global progress, education plays a crucial role in building equitable, resilient, and environmentally responsible societies. Educational governance and technological innovations in learning not only strengthen the quality and access of education but also act as catalysts for achieving the Sustainable Development Goals (SDGs). The adoption of inclusive policies, sustainable management models, and innovative digital strategies in education is essential to address current challenges and transform education systems into key agents for sustainable development.

This Special Issue will contribute to sustainability by providing articles that disseminate relevant findings, supporting their arguments with high-impact empirical or theoretical evidence, and offering innovative perspectives for academia and educational practice.

Consequently, the editor invites the academic community to submit original, high-quality research articles that address the intersections between educational governance, e-learning innovations, and sustainable development. Priority will be given to studies with sound methodological approaches, rigorous empirical analysis, and significant theoretical contributions.

Topics of interest include, but are not limited to, the following:

  • Sustainability strategies in higher education;
  • Governance models for sustainable educational institutions;
  • Technological innovations in digital teaching and learning;
  • Inclusive policies and equity in access to education.

General objective:

This Special Issue aims to bring together research results that contribute to the field of knowledge and promote theoretical and empirical understanding of phenomena associated with two major topics: innovations in e-learning and the governance of educational institutions within the framework of sustainable development.

Prof. Dr. Francisco Aníbal Ganga-Contreras
Prof. Dr. Andrea Renate Minte
Dr. Juan Abello-Romero
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 250 words) can be sent to the Editorial Office for assessment.

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

  • educational institutions
  • university governance
  • sustainable development
  • inclusion
  • equity
  • democratic societies
  • educational policies
  • digital learning innovation

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

Published Papers (3 papers)

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Research

27 pages, 631 KB  
Article
Sustainable Optimization of University Major Settings: The Role of Government Policy Intervention
by Jiemei Liu and Chunlin Li
Sustainability 2026, 18(9), 4275; https://doi.org/10.3390/su18094275 - 25 Apr 2026
Viewed by 622
Abstract
Against the backdrop of global industrial sustainable transition and the advancement of UN Sustainable Development Goals (SDGs), higher education―a core carrier of sustainable human capital supply―plays a pivotal role in adjusting majors to meet labor market demands, resolving education–industry structural mismatch, and boosting [...] Read more.
Against the backdrop of global industrial sustainable transition and the advancement of UN Sustainable Development Goals (SDGs), higher education―a core carrier of sustainable human capital supply―plays a pivotal role in adjusting majors to meet labor market demands, resolving education–industry structural mismatch, and boosting regional sustainable development. From the perspective of “higher education supporting industrial sustainable transition,” this study explores how government Policy Mix Intensity enhances universities’ Major–Industry Alignment and its transmission mechanism, aiming to reveal higher education governance’s sustainable development path. Using panel data from 30 Chinese provinces (2012–2023), we constructed a PMI quantitative index and conducted empirical analysis via a two-way fixed-effects model. The results show the following: (1) high-intensity policy mixes significantly improve alignment, overcoming university organizational inertia and laying an institutional foundation for sustainable education–industry synergy; (2) Policy Mix Intensity acts through three pathways―optimizing capital allocation, deepening industry–education integration, and enhancing dynamic responsiveness―forming a “sustainable factor allocation—sustainable industry-education alignment” logic; (3) policy efficacy is more pronounced in highly marketized Eastern regions and via regulatory tools, reflecting the moderating effect of regional sustainable endowments and policy tool types. This study provides empirical evidence for the “policy mix intensity–sustainable efficacy” transformation mechanism, offers theoretical references and empirical insights from China for the global collaborative realization of SDG4, SDG8, and SDG9 through higher education policy optimization, and proposes that policy design should shift toward factor integration-based sustainable comprehensive governance. Full article
(This article belongs to the Special Issue Innovations in E-Learning and Governance of Educational Entities for Education Within the Framework of Sustainable Development)
34 pages, 1375 KB  
Article
Positive Emotions, Problem-Based Learning and the Development of Sustainable Competencies in Higher Education Statistics
by Victoria Muerza, Pilar Gargallo, Manuel Salvador and Alberto Turón
Sustainability 2026, 18(8), 3728; https://doi.org/10.3390/su18083728 - 9 Apr 2026
Viewed by 246
Abstract
In social science degree programs, where Statistics is not a core subject, students often experience anxiety and negative attitudes that influence their engagement and may hinder academic performance. This study examines the role of positive emotions in the teaching of Probability Calculus and [...] Read more.
In social science degree programs, where Statistics is not a core subject, students often experience anxiety and negative attitudes that influence their engagement and may hinder academic performance. This study examines the role of positive emotions in the teaching of Probability Calculus and Inferential Statistics in Business Administration and Management studies, analyzing their relationship with students’ engagement in Problem-Based Learning (PBL). The research is framed as an exploratory single-campus case study conducted with a modestly sized sample of undergraduate students from a single Faculty. Moving beyond traditional approaches that view emotions merely as outcomes of learning, our model assumes that positive emotions, both prior to and following the PBL experience, shape students’ perceptions of its usefulness, their collaborative behaviors, and their communication with instructors. Using Structural Equation Modeling (SEM) and Cluster Analysis, the findings show that positive emotions are a key driver of students’ predisposition toward and engagement with PBL, indicating that cultivating a supportive emotional climate enhances participation and deepens the understanding of statistical concepts. These results suggest that fostering emotional engagement is essential not only for improving motivation and academic outcomes in Statistics but also for developing transversal and sustainability-related competencies such as critical thinking, collaboration, communication, and evidence-based decision-making. The study contributes to current discussions on sustainable and inclusive teaching practices by highlighting the importance of integrating socio-emotional dimensions into active learning methodologies in higher education. Full article
(This article belongs to the Special Issue Innovations in E-Learning and Governance of Educational Entities for Education Within the Framework of Sustainable Development)
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14 pages, 215 KB  
Article
Instructional Practices in K-12 Climate Change Education Across Disciplines: A Study of Early Adopters from New Jersey
by Lauren Madden and Jillian Baden Bershtein
Sustainability 2025, 17(15), 6722; https://doi.org/10.3390/su17156722 - 24 Jul 2025
Cited by 1 | Viewed by 2596
Abstract
The United Nations’ 2030 Agenda for Sustainable Development centers on the 17 Sustainable Development Goals (SDGs). Among these goals, two address climate change education: Goal 13, Climate Action, and Goal 4, Quality Education. In order to build a more sustainable future, climate change [...] Read more.
The United Nations’ 2030 Agenda for Sustainable Development centers on the 17 Sustainable Development Goals (SDGs). Among these goals, two address climate change education: Goal 13, Climate Action, and Goal 4, Quality Education. In order to build a more sustainable future, climate change education is critical. In 2022, New Jersey became the first state in the US to integrate climate change into learning standards across subjects and grade levels K-12. In an effort to better understand the way in which teachers began to include climate change in their instruction, 50 teachers were observed implementing a lesson of their choosing that included climate change throughout the 2023–2024 academic year. Though most of the observed lessons featured science, many subject areas were included in the dataset, such as art, technology, history, and physical education. Teachers engaging in climate change instruction tended to use a variety of instructional practices. In nearly all cases, a multitude of methodologies were used in each lesson. However, small group instruction was featured in nearly all observed lessons. Quantitative descriptions of the findings are followed by three vignettes of exemplar instruction to provide a clearer understanding of the context of this work. These findings provide a scope for how climate change can be integrated in instructional settings at scale and suggestions for leveraging the experiences of early adopters of this innovation to support widespread implementation. Full article
(This article belongs to the Special Issue Innovations in E-Learning and Governance of Educational Entities for Education Within the Framework of Sustainable Development)
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