Special Issue "Sustainable Development Goals (SDGs): The Challenges of the 2020-2030s for Quality Education"

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

Deadline for manuscript submissions: 30 September 2020.

Special Issue Editors

Dr. Inmaculada Aznar-Díaz
Website
Guest Editor
Department of Didactics and School Organization, University of Granada, Granada, Spain
Interests: teacher training; higher education; educational technology; sustainability education; social networks; educational innovation; active methodologies
Special Issues and Collections in MDPI journals
Dr. Santiago Alonso-García
Website SciProfiles
Guest Editor
Departent of Didactics and School Organization, University of Granada, Granada, Spain
Interests: teacher training; early childhood education; educational technology; sustainability education; social networks; educational innovation; active methodologies.
Special Issues and Collections in MDPI journals
Dr. José-María Romero-Rodríguez
Website SciProfiles
Guest Editor
Head of Association for Research and Promotion of Education in the Digital Society – PROMOEDUCA, Granada, Spain
Interests: educational technology; teacher training; higher education; sustainability education; social networks; educational innovation; active methodologies; Internet risks; mobile learning.
Special Issues and Collections in MDPI journals
Dr. José Antonio Marín-Marín
Website SciProfiles
Guest Editor
Departent of Didactics and School Organization, University of Granada, Granada, Spain
Interests: educational guidance; teacher training; social education; educational technology; sustainability education; educational innovation; active methodologies; gamification; digital skills
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

You are invited to submit manuscripts to the Special Issue of “Sustainable Development Goals (SDGs): The Challenges of the 2020–2030s for Quality Education”. The SDGs have been established by the United Nations (UN) as part of its sustainable development agenda for the 2020–2030 decade. Thus, one of the most important objectives is quality education, which is related to ensuring free public education for all children, promoting schooling, equal access for men and women, reducing school dropouts, and increasing school literacy. To this end, the use of active learning methodologies with the use of Information and Communication Technologies is essential, since they improve perception towards learning and facilitate the teaching process. In turn, technology makes it possible to reach all places by overcoming geographical barriers. During this period, it is key to collect evidence based on experiences that can have an impact on quality and sustainable education. Therefore, this Special Issue seeks experiences and research dealing with issues related to active methodologies, gender equity, measures to reduce school dropout, and school literacy experiences, among other aspects covered by the keywords.

We believe that this Special Issue is timely for Sustainability because of the potential of the topic, since it covers an important area, quality education, highlighted by the UN 2020–2030 agenda’s SDGs. Due to this, we expect to receive a significant amount of manuscripts. As this is a topic of special relevance in the field of education, it is expected that this Special Issue will set a precedent and serve as a reference in the subject of today’s sustainable educational challenges. Therefore, it is expected that it will be highly consulted and cited.

Dr. Inmaculada Aznar-Díaz
Dr. Santiago Alonso-García
Mr. José-María Romero-Rodríguez
Dr. José Antonio Marín-Marín
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.

References:

Alonso-García, S., Aznar-Díaz, I., Cáceres-Reche, M.P., Trujillo-Torres, J.M., & Romero-Rodríguez, J.M. (2019). Systematic Review of Good Teaching Practices with ICT in Spanish Higher Education. Trends and Challenges for Sustainability. Sustainability, 11(24), 7150. DOI: 10.3390/su11247150

Cernev, T., & Fenner, R. (2020). The importance of achieving foundational Sustainable Development Goals in reducing global risk. Futures, 115, 102492. DOI: 10.1016/j.futures.2019.102492

Elfert, M. (2019). Lifelong learning in Sustainable Development Goal 4: What does it mean for UNESCO's rights-based approach to adult learning and education? International Review of Education, 65(4), 537-556. DOI: 10.1007/s11159-019-09788-z

Galli, A., Leuenberger, A., Dietler, D., Fletcher, H.A., Junghanss, T., & Utzinger, J. (2020). Tropical Medicine and International Health and the 2030 Agenda for Sustainable Development. Tropical Medicine & International Health, 25(1), E1-E13. DOI: 10.1111/tmi.13368

Gunawan, J., Permatasari, P., & Tilt, C. (2020). Sustainable development goal disclosures: Do they support responsible consumption and production? Journal of Cleaner Production, 246, 118989. DOI: 10.1016/j.jclepro.2019.118989

Naik, G., Chitre, C., Bahlla, M., & Rajan, J. (2020). Impact of use of technology on student learning outcomes: Evidence from a large-scale experiment in India. World Development, 127, 104736. DOI: 10.1016/j.worlddev.2019.104736

Sinha, A., Sengupta, T., & Alvarado, R. (2020). Interplay between technological innovation and environmental quality: Formulating the SDG policies for next 11 economies. Journal of Cleaner Production, 242, 118549. DOI: 10.1016/j.jclepro.2019.118549

Keywords

  • quality education
  • teacher training
  • educational innovation
  • active methodologies
  • ecosystem learning
  • sustainability
  • 21st-century skills
  • Sustainable Development Goals
  • Information and Communication Technologies
  • pedagogical integration of ICT

Published Papers (10 papers)

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Research

Open AccessArticle
Social Network Addiction and Its Impact on Anxiety Level among University Students
Sustainability 2020, 12(13), 5397; https://doi.org/10.3390/su12135397 - 03 Jul 2020
Abstract
Despite the obvious favorable effects of social networking sites, there is a risk of developing behavioral addictions. This study aims to analyze addiction to social networks and its relationship with anxiety. A sample (n = 361) of university students (undergraduate, master’s and doctoral) [...] Read more.
Despite the obvious favorable effects of social networking sites, there is a risk of developing behavioral addictions. This study aims to analyze addiction to social networks and its relationship with anxiety. A sample (n = 361) of university students (undergraduate, master’s and doctoral) comprising 87.5% women and 12.5% men with a mean age of 32.58 (SD = 12.03) and 32.36 (SD = 10.21), respectively, was included. Addiction to social networks was measured using the Social Network Addiction (SNA) questionnaire and anxiety was measured using Spanish adaptation of the Beck Anxiety Inventory (BAI Test). The regression results show how concurrent moderating variables such as age (adulthood) predispose individuals to addiction in some way (Model 5, explained 13.5%, R2= 0.135, p = 0.040). Similarly, we found that the aspect of addiction that generates anxiety is an obsession with social networks. Anxiety arises as excessive use decreases, similar to abstinence syndrome. It is concluded that the harmlessness of social networks and their inappropriate use can lead to behavioral addiction. Full article
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Open AccessArticle
Inclusive Leadership and Education Quality: Adaptation and Validation of the Questionnaire “Inclusive Leadership in Schools” (LEI-Q) to the Italian Context
Sustainability 2020, 12(13), 5375; https://doi.org/10.3390/su12135375 - 02 Jul 2020
Abstract
The United Nations Sustainable Development Programme for 2030 has established the principles of sustainable action for today’s society, one of which is to achieve quality and more inclusive education. Our society has reached the stage where quality education is no longer a privilege [...] Read more.
The United Nations Sustainable Development Programme for 2030 has established the principles of sustainable action for today’s society, one of which is to achieve quality and more inclusive education. Our society has reached the stage where quality education is no longer a privilege of a few, but a fundamental right. Therefore, not achieving quality education is equivalent to not having had the opportunity to grow and develop as fully as one is entitled to in a free and just society, which needs inclusive leadership. The objective in this study is the validation of the instrument “Inclusive Leadership in Schools” for the Italian context. The methods used are content validity through expert judgement; construct validity through exploratory and confirmatory factor analysis; and reliability through Cronbach’s alpha coefficient and the split-half method. The results reveal that both the version for school administrators and teachers and the version for families have optimal levels of validity and reliability for measuring the degree of inclusive leadership in Italian schools. The results suggest that inclusive leadership effects are expected to operate most closely via their influence on developing the improvement of teaching and learning quality and promoting a favourable school climate and culture that emphasize high expectations and quality education. Full article
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Open AccessArticle
Assessment of Sustainable Development in Secondary School Economics Students According to Gender
Sustainability 2020, 12(13), 5353; https://doi.org/10.3390/su12135353 - 02 Jul 2020
Abstract
Environmental education is one of the most effective means of raising public awareness of the need to preserve the environment, and therefore plays a key role in raising awareness and conserving the environment. Teachers also play an important role in achieving these sustainable [...] Read more.
Environmental education is one of the most effective means of raising public awareness of the need to preserve the environment, and therefore plays a key role in raising awareness and conserving the environment. Teachers also play an important role in achieving these sustainable objectives. Economic decisions are intimately linked to and affect the sustainable development to a large extent, hence the importance of the subject of economics in achieving sustainability. The minimum contents established by the educational law on these aspects related to sustainability have been revised. Through a survey, the differences in knowledge, attitudes, and behaviors related to sustainable development are analyzed from a gender perspective. It is detected that, in general, women have a greater knowledge of environmental issues and more sensitivity, with a greater commitment to recycling and changing lifestyles. Full article
Open AccessArticle
The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills
Sustainability 2020, 12(13), 5339; https://doi.org/10.3390/su12135339 - 01 Jul 2020
Abstract
To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to [...] Read more.
To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to successfully approach this challenge is to analyze how university professors consider that ICTs can contribute to developing skills and abilities in their students. In this regard, their perceptions are one of the factors that will limit the use they make of these tools. (2) Method: For this reason, a quantitative research has been designed in which 345 university professors have participated for different branches of knowledge of one Spanish university. (3) Results: Among the most relevant results, we can highlight that the professors recognize the potentials of the ICTs and consider they have a positive effect on learning and development of 21st century skills in their students. These benefits are seen in different fields like communication, collaboration, and critical thinking, among others. Likewise, the importance of the technology culture teaching role is outstanding. (4) Conclusions: Finally, the need for integration of ICTs in a pedagogical model in which professor training in digital skills acquires relevance is shown. Full article
Open AccessArticle
ICT Integration into Science Education and Its Relationship to the Digital Gender Gap
Sustainability 2020, 12(13), 5286; https://doi.org/10.3390/su12135286 - 30 Jun 2020
Abstract
The objective of the research is to know whether the use of technologies in the teaching of sciences, in the face of more traditional methods, influences gender differences, justifying the low enrolment of women in technical careers. The study was developed using a [...] Read more.
The objective of the research is to know whether the use of technologies in the teaching of sciences, in the face of more traditional methods, influences gender differences, justifying the low enrolment of women in technical careers. The study was developed using a pretest–posttest quasi-experimental method through a nonequivalent control group with traditional methodology and common instruments such as the textbook, while in the experimental group, methodologies based on the management of ICT tools were made. We make a quantitative contrast of the impact on learning, considering the advantages and disadvantages of using technologies in science teaching, versus more traditional methods. The experimental group showed a higher motivation, being seen in the impact on better learning scores compared to the control group. We found that women scored higher than men in both pretest and posttest. We conclude by emphasizing the desirability of a transformation of science teaching methodologies by using ICT tools that allow more visual, intuitive, and collaborative work, with greater involvement of students. Full article
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Open AccessArticle
Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies
Sustainability 2020, 12(12), 4822; https://doi.org/10.3390/su12124822 - 12 Jun 2020
Abstract
This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate [...] Read more.
This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts. Full article
Open AccessArticle
School Climate and Peer Victimization. Involvement, Affiliation and Help Perceived in School Centers as Protective Factors against Violent Behavior in Adolescent Couples
Sustainability 2020, 12(11), 4705; https://doi.org/10.3390/su12114705 - 09 Jun 2020
Abstract
This article presents the results of a non-experimental, quantitative cross-sectional study conducted on an adolescent group. The sample of adolescents was acquired from high schools and vocational training, where the relationship between the school climate, more specifically, the involvement, affiliation, and perception of [...] Read more.
This article presents the results of a non-experimental, quantitative cross-sectional study conducted on an adolescent group. The sample of adolescents was acquired from high schools and vocational training, where the relationship between the school climate, more specifically, the involvement, affiliation, and perception of help and violence that is both experienced and exercised between partners. The study sample consisted of 433 adolescents aged 12–19 years from four educational centers from a municipality of Greater Bilbao. Since there are analyses that refer specifically to romantic relationships, in those cases, the 67.7% (N = 275) of the sample that claims to have or have had a romantic relationship is considered. Finally, there was evidence to suggest the existence of influence between the school climate and the implication of violence in adolescent couples. Full article
Open AccessArticle
Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers
Sustainability 2020, 12(11), 4408; https://doi.org/10.3390/su12114408 - 28 May 2020
Abstract
The objective of this research is to examine the effectiveness of the “Executive Function Training Program in Preschool” (EFE-P) that includes real-world activities and applies different required methodologies for a sustainable education. In addition, it is evaluated whether the improvement of executive functions [...] Read more.
The objective of this research is to examine the effectiveness of the “Executive Function Training Program in Preschool” (EFE-P) that includes real-world activities and applies different required methodologies for a sustainable education. In addition, it is evaluated whether the improvement of executive functions is transferred to the social competence domain. The study involved 100 students aged 5–6 years, of which 50 were randomly assigned to the active control group and 50 to the experimental group. Executive functions (BRIEF-P) and social competence (BASC and PKBS-2) were measured at two time points (pre-intervention and post-intervention). Data were analyzed using the Generalized Estimating Equation (GEE) for repeated data and results showed that children in the experimental group obtained better scores on executive functions and social competence compared to their peers in the control group. It is discussed if the executive functions training can be effective in improving social competence as long as the programs include real-world activities that encourage such transfer, as the EFE-P does. Full article
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Open AccessArticle
Effect of a Service-Learning Program on the Active Lifestyle of Children with Autism Spectrum Disorder: A Pilot Study
Sustainability 2020, 12(11), 4354; https://doi.org/10.3390/su12114354 - 26 May 2020
Abstract
Background: active lifestyles and Physical Activity (PA) are closely related to health. Healthy habits such as being physically active should be consolidated during childhood. Children with Autism Spectrum Disorders (ASD) present fewer opportunities to be involved in PA. For this reason, we conducted [...] Read more.
Background: active lifestyles and Physical Activity (PA) are closely related to health. Healthy habits such as being physically active should be consolidated during childhood. Children with Autism Spectrum Disorders (ASD) present fewer opportunities to be involved in PA. For this reason, we conducted a Service-Learning (SL) program to enhance the possibility of participating ASD children enjoying PA sessions. The aim of this study was to analyze and describe the evolution in terms of the frequency and intensity of PA performed by ASD children who participated in the SL program. Methods: we used a quasi-experimental design. The sample was formed by 26 children with ASD (Experimental group: n = 16; 4 girls, 12 boys) (Control group: n = 10; 1 girl, 9 boys) with ASD level 1. Results: after the intervention program, moderate PA during the week increased significantly (Pre-Median: 92.04, Range: 35.71–126.47 min; Post-Median: 212.67, Range: 99.75, 271.04 min) (p ≤ 0.001). When comparing both groups, the tendency to do PA in the Experimental group remained more stable. Also, the improvements in moderate intensities were higher in the Experimental group after the intervention. Conclusion: a six-month SL program improved the moderate PA routines of ASD children. However, longer programs and longitudinal studies are required. Full article
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Open AccessArticle
Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers
Sustainability 2020, 12(10), 3950; https://doi.org/10.3390/su12103950 - 12 May 2020
Abstract
The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and [...] Read more.
The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts. Full article
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