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Learning Design for Sustainable Education Development

A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: closed (1 June 2023) | Viewed by 6502

Special Issue Editors


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Guest Editor
Department of Computer Science, Superior Polytechnic School, University of Alcalá, Edificio Politécnico, Campus Universitario Ctr Barcelona Km 33.6, 28871 Alcala de Henares, Spain
Interests: e-learning; learning technologies; accessibility; metadata; framewoks; Open Educational Resources (OER); interoperability
Special Issues, Collections and Topics in MDPI journals

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Guest Editor
Department of Software and Computing Systems, University of Alicante, 03690 Alicante, Spain
Interests: web application development; web accessibility and usability; video game accessibility; e-learning; Massive Open Online Courses (MOOC); Open Educational Resources (OER)
Special Issues, Collections and Topics in MDPI journals

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Guest Editor
Department of Systems and Computing, Tecnológico Nacional de México / IT Aguascalientes, Aguascalientes 20256, Mexico
Interests: human–computer interaction, user research, user-centred design, usability, accessibility and equity in technology; design thinking, interfaces design, educational technology, open educational resources, software engineering and artificial intelligence
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Technologies related to e-learning have rapidly advanced in recent years. As a result of the COVID-19 pandemic, the importance of online teaching and how it can help teachers to motivate students to achieve their learning objectives has been demonstrated. Learning design is a framework that helps the teacher to plan all aspects of lessons, such as lesson content, structure, time, pedagogical strategies, sequences of activities, evaluations, etc. Learning design assists with the complex collaborative work between a teacher, their students and the environment that links them both. Learning Design focuses on the learner's learning experience and tailors that learning to their individual needs.

Sustainable education is an educational approach that aims to promote future sustainable values and motivations in students, study centers and communities. According to the 2030 Agenda for Sustainable Development, the fourth Sustainable Development Goal (SDG) is Education. This goal is (i) to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by providing access to affordable and high-quality technical, vocational, and tertiary education, including universities (Target 4.3), and (ii) ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with a disability (Target 4.5).

This Special Issue focuses on adapting learning design according to the abilities and limitations of a specific student. This involves several complex aspects including: to integrate accessibility and inclusion in learning design for students with disabilities or with cultural disadvantages, for example languages; adapting the contents, or even the teaching approach, STEM for example, to the learning styles and abilities of students; and to plan and design accessible and inclusive assessments for all students, which are supported by strategies such as gamification. Topics of interest include, but are not limited to, the following:

  • Learning design;
  • Accessibility in learning design;
  • Inclusive learning design;
  • Adaptative learning design;
  • Universal design for learning;
  • STEM learning design;
  • Digital Skills in learning design;
  • Frameworks for learning design;
  • Gamification and learning design;
  • AI in learning design;
  • Learning design in the pandemic;
  • Intelligent tutoring system;
  • E-learning personalization;
  • Sustainable education.

Prof. Dr. Salvador Otón Tortosa
Prof. Dr. Sergio Luján-Mora
Dr. Ricardo Mendoza-González
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

  • e-learning
  • learning design
  • accessibility
  • inclusion
  • sustainable education
  • AI
  • STEM education
  • gamification

Published Papers (2 papers)

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Research

15 pages, 1944 KiB  
Article
Design Principles for Sustainable Leadership Learning: A Complex Analysis of Learner Experiences
by Summer Felton Odom, Jonan Phillip Donaldson, Karly McKenna Anderson, Hang Gui, Jewell Glover, Ainsley Burns and Viviana Armenta
Sustainability 2023, 15(17), 12996; https://doi.org/10.3390/su151712996 - 29 Aug 2023
Cited by 1 | Viewed by 1006
Abstract
Many institutions of higher education claim to produce leaders and many assume that graduating from a university equates to someone naturally growing in their ability to lead. Developing leaders is considered a worthwhile endeavor in society today and developing a leadership identity is [...] Read more.
Many institutions of higher education claim to produce leaders and many assume that graduating from a university equates to someone naturally growing in their ability to lead. Developing leaders is considered a worthwhile endeavor in society today and developing a leadership identity is considered foundational to leadership development in college. While colleges and universities purport to develop leaders, little is known about how best to help students develop sustainable leadership learning. Utilizing design-based research, this study examined the learning experiences of college students in three different semesters of a personal leadership course through their reflections about course activities designed to help them develop their leadership identity. Using network maps from student reflections, we analyzed the complexity of learner experiences and developed a set of design principles anchored in the relationships between learning experiences concerning strengths, weaknesses, and theoretical foundations. The following design principles emerged from this study: framing for authentic learning, scaffolding for learner agency, social and collaborative learning, and multimodal engagement. By using these principles in designing leadership experiences, college leadership educators will be empowered to create opportunities that are sustainable and inclusive and that promote lifelong learning in regard to students’ authentic and personal leadership development practices. Full article
(This article belongs to the Special Issue Learning Design for Sustainable Education Development)
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31 pages, 606 KiB  
Article
The Eclectic Approach in English Language Teaching Applications: A Qualitative Synthesis of the Literature
by Adrián Valledor, Alvaro Olmedo, Carlos J. Hellín, Abdelhamid Tayebi, Salvador Otón-Tortosa and Josefa Gómez
Sustainability 2023, 15(15), 11978; https://doi.org/10.3390/su151511978 - 3 Aug 2023
Cited by 2 | Viewed by 4506
Abstract
This paper proposes a study of the methodologies used to teach English as a second language through computer applications. It reviews the different methodologies used in language teaching in order to contrast them with different fundamental approaches. It examines the applications used for [...] Read more.
This paper proposes a study of the methodologies used to teach English as a second language through computer applications. It reviews the different methodologies used in language teaching in order to contrast them with different fundamental approaches. It examines the applications used for teaching English online, especially those in line with personalised learning environments and learner-centred autonomy. The use of a mixed methodology is reported, allowing the selection of papers from both a traditional systematic review and the search engine elicit.org. Finally, it is concluded that Blended Learning is the most appropriate method, highlighting that current applications are mainly based on the Audio-Lingual method, which limits their practical use in wider contexts. Further research is needed on software applications that prioritise personalised learning environments with learner-centred autonomy, incorporating technologies based on Blended Learning and artificial intelligence (AI). To this end, it is proposed in the future to develop an application using Automatic Speech Recognition (ASR), Text To Speech (TTS), Natural Language Understanding (NLU) and Dialog Management (DM) algorithms, focusing on the above and simulating the capabilities of a teacher. This may lead to innovations in the development of software applications capable of integrating different methods, teaching modalities and learning methods. Full article
(This article belongs to the Special Issue Learning Design for Sustainable Education Development)
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