Special Issue "Including Sustainable Development Goals (SDGs) Transversally in Education"

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 2020.

Special Issue Editors

Dr. Francisco Zamora-Polo
E-Mail Website1 Website2
Guest Editor
Department of Design Engineering, Polytechnic School, University of Seville, Virgen de África 7, 41011 Seville, Spain
Interests: new methodologies in engineering teaching (use of ICTs, gamification and flipped classroom in university context); ethics and sustainability in Higher Education; technology education
Special Issues and Collections in MDPI journals
Dr. Jesús Sánchez Martín
E-Mail Website1 Website2
Guest Editor
Department of Science and Mathematics Education, Faculty of Education, University of Extremadura, Avda. de Elvas s/n 06006 Badajoz (Spain)
Interests: science and technology education; gamification, flipped classroom, and other active learning methods for university education; ethics and sustainability in Higher Education
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

Humanity faces immense challenges, including global warming, growing inequality, migration caused by armed conflicts and climate emergency, etc. After the relative success of the Millennium Development Goals (MDGs) [1], the United Nations has proposed an agenda, the Sustainable Development Goals, to be implemented between 2015 and 2030 [2].

The Sustainable Development Goals are based on 5 pillars (5Ps) [2]: the care of the Planet, the centrality of People, the necessary Prosperity, the care of Peace, and the need for Partnerships. The Goals of sustainable development are constituted from a new paradigm [2]: It is a transformative agenda, because it seeks the origins of problems; it is universal, involving all (developed and developing countries); it is indivisible because it requires the achievement of all SDG jointly; it is integrated; it is engaged to reality; and it must be achieved in partnership through the participation of all actors [2].

It is more than evident that the achievement of the Sustainable Development Goals requires the participation of all educational institutions. Much of the success of the Millennium Development Goals was due to the commitment of educational institutions [1]. However, in this sense, the permeability of universities to SDGs is not confirmed based on preliminary results [3].

In a previous work, we proposed a framework for the teaching of SDGs in higher education [4]; we believe that this framework can be applied, with necessary modifications, in other educational levels, such as primary education and secondary education.

This Special Issue of the journal Sustainability aims to collect pieces of research carried out within the framework of the relationship between SDGs and education. It seeks to answer some questions, such as: How can we better teach SDG in the different educational stages and disciplines? What new experiences are being developed in this field throughout the world? How can we evaluate the skills developed by students? What are the most fruitful alliances for the development of work? How can we train teachers to carry out these activities?

References:

  1. Sachs, J.D. From Millennium Development Goals to Sustainable Development Goals. Lancet 2012, 379, 2206–2211.
  2. General Assembly of United Nations Transforming our world: the 2030 Agenda for Sustainable Development. Resolution adopted by the General Assembly on 25 September 2015 Available online: http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E (accessed on Nov 7, 2018).
  3. Zamora-Polo, F.; Sánchez-Martín, J.; Corrales-Serrano, M.; Espejo-Antúnez, L. What Do University Students Know about Sustainable Development Goals? A Realistic Approach to the Reception of this UN Program Amongst the Youth Population. Sustainability 2019, 11, 3533.
  4. Zamora-Polo, F.; Sánchez-Martín, J. Teaching for a Better World. Sustainability and Sustainable Development Goals in the Construction of a Change-Maker University. Sustainability 2019, 11, 4224.

Dr. Francisco Zamora-Polo
Dr. Jesús Sánchez Martín
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 papers will be 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 1800 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

  • Education for development
  • Sustainability education
  • Primary education
  • Secondary education
  • Higher Education
  • Science education
  • Technology education
  • Specific competences
  • Transversal competences
  • Sustainable schools
  • Sustainable campus

Published Papers

This special issue is now open for submission.
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