Special Issue "Sustainability Pedagogies for Training with Technologies"

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

Deadline for manuscript submissions: 31 December 2021.

Special Issue Editors

Prof. Dr. Julio Ruiz-Palmero
E-Mail Website
Guest Editor
Faculty of Education Sciences, Universidad de Málaga, Bulevar Louis Pasteur, 25, 29071 Málaga, Spain
Interests: teaching and learning; pedagogy and education; learning; teacher training; information and communication technology; E-learning; pedagogy; collaborative learning; online learning; technology enhanced learning
Special Issues and Collections in MDPI journals
Prof. Dr. Melchor Gómez-García
E-Mail Website
Guest Editor
Faculty of Teacher Training and Education, Autonomous University of Madrid, Ciudad Universitaria de Cantoblanco, 28049 Madrid, Spain
Interests: Mobile Learning, Social Networks applied to education, digital content and training web environments
Special Issues and Collections in MDPI journals

Special Issue Information

Dear Colleagues,

The impact that technologies are having in education is now evident, so it is essential that a sustainable pedagogical approach values their effective inclusion in the classroom.

On the other hand, technologies have changed the paradigm of classroom learning. Today, learning is an active part of the classroom and the teacher must foster active methodologies that allow the student to be the protagonist of their own learning.

Every day, new methodologies appear that have an impact on the educational environment, promoting a knowledge environment where the student becomes the center of the educational process. From this perspective, we seek to make students both protagonists and principal agents of their education.

Active methodology aims to transform education by focusing on the student's way of learning, and its aim is to increase retention and thinking about what has been learned. The purpose is to provide students with the ability to apply the skills and knowledge acquired in class in their everyday lives.

With this Special Issue we intend to cover everything related to new active methodologies that allow the implementation of technologies in the classroom in a lasting way over time.

Prof. Dr. Julio Ruiz-Palmero
Prof. Dr. Melchor Gómez-García
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 1900 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 innovation
  • active methodologies
  • teacher training
  • open education

Published Papers (10 papers)

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Research

Article
Teacher Digital Literacy: The Indisputable Challenge after COVID-19
Sustainability 2021, 13(4), 1858; https://doi.org/10.3390/su13041858 - 08 Feb 2021
Cited by 3 | Viewed by 1973
Abstract
The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers [...] Read more.
The COVID-19 outbreak opened a new scenario where teachers must have adequate digital literacy to teach online and to implement a current and innovative educational model. This paper provides the most relevant results obtained from a quantitative study in which 4883 Spanish teachers of all education levels participated to measure their digital skills, during the last school years. It also proposes a digital skills teacher training plan, taking the joint framework of digital skills of INTEF (Spanish acronym for National Institute of Educational Technologies and Teacher Training) as its reference point. The tool ACDC (Analysis of Common Digital Competences) was used for data collection. The results of descriptive analysis show, overall, the low self-perception that teachers have of their digital skills. In addition, this paper studies the relationship existing between the characteristics that define the population and the teachers’ digital skills level. This relationship is obtained through a multiple linear regression model. The study reveals that digital literacy is not a reality that has favored the teaching–learning process and that a training program is urgently required for teachers to reach optimal levels of digital skills, so as to undergo a true paradigm shift, ultimately combining methodology and educational strategies. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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Article
What Factors Determine the Value of an Online Teacher Education Experience from a Teacher’s Perspective?
Sustainability 2020, 12(19), 8064; https://doi.org/10.3390/su12198064 - 30 Sep 2020
Cited by 2 | Viewed by 759
Abstract
E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the [...] Read more.
E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout rates. The main purpose is to analyze the evaluations made by teachers on different features of a course, by examining variables like content, technology, activities, final work, and format. The analysis covers the 50 online courses that form part of the continuous training offer of the Regional Ministry of Education of the Community of Madrid in courses 17–18 and 18–19 in which 7501 teachers have participated. The opinion of each participant is collected from a questionnaire at the end of the training activity. This has been validated by a group of experts from the Regional Centre for Innovation and Training, belonging to the Community of Madrid, using the Delphi method. To develop the methodology, a linear multivariate model was calculated on the independent variables and the dependent variable Net Promoter Score (NPS). Most of the findings are related to two central variables in the educational approaches that occur in digital scenarios. What the group of teachers’ values most is the content of the proposal, while the factor that they consider least important is the technology that supports the development of the course. The rest of the variables analyzed have little impact on the recommendation of the courses. Nevertheless, conclusions suggest that combining factors such as content, technology, and pedagogy are essential in experiences like these. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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Article
A Comparison between Collaborative and Individual Writings in Promoting Motivation and Language Acquisition
Sustainability 2020, 12(19), 7959; https://doi.org/10.3390/su12197959 - 25 Sep 2020
Cited by 1 | Viewed by 634
Abstract
The study refers to collaborative writing. The main objective of this study is to show the effects of collaborative writing in the acquisition of the English language upon students of non-compulsory secondary education. The applied study is grounded on a quantitative focus of [...] Read more.
The study refers to collaborative writing. The main objective of this study is to show the effects of collaborative writing in the acquisition of the English language upon students of non-compulsory secondary education. The applied study is grounded on a quantitative focus of correlational character and descriptive basis, while applying a quasi-experimental design with a control group (CG) and an experimental group (EG). The results show that there is a significant relation that favors the method of collaborative writing upon the dimensions of feedback, motivation, collaboration, satisfaction, and ratings. It can be concluded that the collaborative writing method is effective if compared to the individual learning method. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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Article
Validity of the “Big Data Tendency in Education” Scale as a Tool Helping to Reach Inclusive Social Development
Sustainability 2020, 12(13), 5470; https://doi.org/10.3390/su12135470 - 07 Jul 2020
Cited by 3 | Viewed by 829
Abstract
Big Data technology can be a great resource for achieving the Sustainable Development Goals in a fair and inclusive manner; however, only recently have we begun to analyse its impact on education. This research goal was to analyse the psychometric characteristics of a [...] Read more.
Big Data technology can be a great resource for achieving the Sustainable Development Goals in a fair and inclusive manner; however, only recently have we begun to analyse its impact on education. This research goal was to analyse the psychometric characteristics of a scale to assess opinions that educators in training have about Big Data besides their related emotions. This is important, as it will be the educators of the future who will have to manage with Big Data at school. A nonprobability sample of 337 education students from Peru and Spain was counted. Internal consistency, as well as validity, were analysed through exploratory and confirmatory factorial analysis. The results show good psychometric values, highlighting as relevant a latent structure of six factors that includes emotional and cognitive dimensions. As a result, the profile defining the participants in relation to Big Data was identified. Finally, the implications of the Big Data for Inclusive Education in a sustainable society are discussed. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
Article
Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity
Sustainability 2020, 12(12), 4870; https://doi.org/10.3390/su12124870 - 15 Jun 2020
Cited by 5 | Viewed by 1298
Abstract
Within the framework of theoretical developments in so-called participatory culture and the context of funds of identity, incorporated within what is known as the funds of knowledge approach, an innovative teaching methodology is implemented that allows students to actively participate in knowledge construction. [...] Read more.
Within the framework of theoretical developments in so-called participatory culture and the context of funds of identity, incorporated within what is known as the funds of knowledge approach, an innovative teaching methodology is implemented that allows students to actively participate in knowledge construction. The project translates into a proposal for educational contextualization and personalization, based on the students’ funds of identity; that is, those resources (people, artifacts, places, activities, institutions) they consider to be most relevant and significant to defining themselves. Once these have been identified through identity artifacts, such as collages or self-drawings, students link some of these funds of identity to curricular content of the subject and produce a video that shows the results of this academic work. The final product is shared on a YouTube channel containing the videos of all of the students in the class. The phases of the project are described and illustrated. We argue that the proposed teaching and learning project, which is cross-disciplinary in nature, allows for principles such as educational contextualization, funds of identity and participatory culture to be incorporated into what we call here the funds of identity 2.0 approach, putting it into educational practice. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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Article
Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model
Sustainability 2020, 12(12), 4842; https://doi.org/10.3390/su12124842 - 13 Jun 2020
Cited by 8 | Viewed by 999
Abstract
Introduction: University teachers, in their ongoing scientific and pedagogical updating, must master the new methodologies and trends in their professional field. ICT’s importance for any person requires ethical responsibility, and it is incumbent on the educational professionals to preserve, improve and update [...] Read more.
Introduction: University teachers, in their ongoing scientific and pedagogical updating, must master the new methodologies and trends in their professional field. ICT’s importance for any person requires ethical responsibility, and it is incumbent on the educational professionals to preserve, improve and update their level of digital competence, and so improve learning and teaching. Method: This study uses a representative sample of 186 university teachers and follows the quantitative descriptive survey method. Two questionnaires were applied (CEE-ACUTIC). The first identified the approach for the transmission of information or the construction of knowledge, and the second measured attitude, knowledge and use of ICT. Results: A causal model of structural equations of maximum likelihood was run. We highlight the positive and significant relationship between the teaching approach oriented to the construction of knowledge and the use of ICTs (β = 0.17, p < 0.01) and, in another sense, a statistically significant but negative relationship between the use of ICTs and the teaching approach focused on the transmission of information (β = −0.16, p < 0.05). Discussion: It is empirically confirmed that the teaching approach conditions the use of technologies for teaching. There is no research in other contexts showing a causal relationship between teaching approaches and digital teaching competence. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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Article
Social Networks Use Patterns among University Youth: The Validity and Reliability of an Updated Measurement Instrument
Sustainability 2020, 12(9), 3503; https://doi.org/10.3390/su12093503 - 25 Apr 2020
Cited by 5 | Viewed by 884
Abstract
This article addresses the design and validation of an updated questionnaire that makes it possible to understand the use patterns and attitudes of university youth on social networks. The authors utilized a panel of 20 judges who were social media experts and a [...] Read more.
This article addresses the design and validation of an updated questionnaire that makes it possible to understand the use patterns and attitudes of university youth on social networks. The authors utilized a panel of 20 judges who were social media experts and a sample of 640 university students. The exploratory factor analysis (EFA) explained 66.523% of the total variance. The confirmatory factor analysis (CFA), carried out to verify the dimensional structure of the instrument, reflected the appropriate parameters. The reliability study showed a Cronbach’s alpha of 0.864. These data corroborated the development of a robust and reliable questionnaire. The resulting instrument did not contain items alluding to specific social networks (Facebook, Twitter, Instagram, or LinkedIn), but rather students’ usage patterns of them. The exclusion of items that referred to particular social networks during the research demonstrated a convergence in behavior on social media regardless of the nuances of each platform. This fact suggested that the platform was of secondary importance in the context of a new paradigm in which the type of use (viewing, posting, participating, or interacting) took precedence over the name of the network itself. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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Article
Educational Innovation in Higher Education: Use of Role Playing and Educational Video in Future Teachers’ Training
Sustainability 2020, 12(6), 2558; https://doi.org/10.3390/su12062558 - 24 Mar 2020
Cited by 14 | Viewed by 2007
Abstract
Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes [...] Read more.
Information and communication technologies (ICTs) have led to the emergence of a variety of active and innovative teaching methods. This is the case in role-playing, which consists of simulating a real-life situation, in this case the school context, in which the student takes on a certain role and interacts with other students in a fictitious situation. Framed in this way, the present study aims to show if the application of the role-playing method promotes the improvement of attitude variables and practical skills. To this end, we advocated the use of a quasi-experimental methodology, with a control and experimental group and the application of a post-test. The sample is composed of 138 students from the Master of Teachers of Compulsory Secondary Education in Ceuta (Spain). The results showed that the students positively valued the application of the method, obtaining better scores in the set of variables studied, especially in motivation, creativity and collaboration. Therefore, it continues to be observed that the application of innovative methodologies through technology promotes the increase of multiple skills in the student body. This study aimed to prove that the use of active methods provides an increase in students’ skills, and that, therefore, we must bet on the use of sustainable pedagogies in order to promote a real innovation in the classrooms. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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Article
Developing a Regression Model of Cooperative Learning Methodology in Pre-Service Teacher Education: A Sustainable Path for Transition to Teaching Profession
Sustainability 2020, 12(6), 2215; https://doi.org/10.3390/su12062215 - 12 Mar 2020
Cited by 3 | Viewed by 1079
Abstract
There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to [...] Read more.
There is a growing interest in the study of active methodologies, especially cooperative learning. It will allow for skills related to the positive interdependence between the components of a group, individual responsibility, the encouragement of interaction, and the development of social skills to be put into practice by pre-service teachers, as well as for the sharing and assertiveness of the ideas of teamwork. The purpose of this study is to predict those variables that significantly positively affect pre-service teachers’ perceptions about the use of cooperative learning methodology in their initial training at university once it has been put into practice in the classroom for 3 months. For this, a quasi-experimental design was implemented to enable its practice, and subsequently the perceptions of the pre-service teachers were collected through the use of a questionnaire. The sample was composed of 140 pre-service teachers from the Faculty of Education of the University of Almeria (Spain). The overall results of the study determined that the interest of pre-service teachers in their subject, age, attendance of practical classes, and the type of education level they have had access to positively affect the perceptions of pre-service teachers, while positive academic performance causes a decline. These findings highlight the need to continue research, mainly on the question of why working in cooperative groups causes a decrease in academic performance. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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Article
Analysis of Interpersonal Competences in the Use of ICT in the Spanish University Context
Sustainability 2020, 12(2), 476; https://doi.org/10.3390/su12020476 - 08 Jan 2020
Cited by 25 | Viewed by 1628
Abstract
This article analyzes Higher Education students’ development of interpersonal competences when using Information and Communication Technologies. The participating sample was made up of 1490 students from three Spanish universities: Complutense University of Madrid (Spain), Pablo de Olavide University (Spain), and National Distance Education [...] Read more.
This article analyzes Higher Education students’ development of interpersonal competences when using Information and Communication Technologies. The participating sample was made up of 1490 students from three Spanish universities: Complutense University of Madrid (Spain), Pablo de Olavide University (Spain), and National Distance Education University (UNED). The data were collected through a questionnaire called “Basic digital skills 2.0 of university students” COBADI® (Registered trademark: 2970648). A factorial analysis was performed to determine possible groupings of representative factors and subsequently the trees technique was applied by running the CHAID (Chi-squared Automatic Interaction Detector) algorithm. This made it possible to develop a map of possible differences between universities, ages, and gender of students. The results showed that university students have higher competences in communicating through interactive presentations and video-images, as well as in collaborating and working with documents online through mobile devices. Full article
(This article belongs to the Special Issue Sustainability Pedagogies for Training with Technologies)
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