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Teaching Methods in Sustainable Education

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

Deadline for manuscript submissions: closed (15 November 2023) | Viewed by 13438

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Special Issue Editors

Prof. Dr. Çiǧdem Hürsen

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Guest Editor

Curriculum & Instruction, Near East University, Nicosia 99138, Cyprus
Interests: curriculum; curriculum development; curriculum evaluation; assessment and evaluation; teaching methods; teacher training; learning and teaching approaches

Prof. Dr. Fezile Özdamlı

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Guest Editor

Management Information Systems, Near East University, Nicosia 99138, Cyprus
Interests: e-learning; m-learning; gamification; programming languages; teacher training
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Hüseyin Bicen

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Guest Editor

Computer Education and Instructional Technologies, Near East University, Nicosia 99138, Cyprus
Interests: educational technology; distance education; artificial intelligence; augmented reality gamification

Dr. Umut Akçıl

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Guest Editor

Education Science, Near East University, Nicosia 99138, Cyprus
Interests: digital education; digital citizenship; digital learning; technology leadership; new approaches in learning and teaching; innovative learning environments

Special Issue Information

Dear Colleagues,

In 21st century information societies, individuals who research, question, think critically and have high problem solving skills (e.g., analysis, synthesis) are needed. Today, with the rapid development of technology, change is constant in various fields, and the profile of human resources needed in occupational fields is being redefined. It is seen as a necessity for education systems to be partners in the change for the development of societies. In this context, one of the most important elements of sustainable development is the education system. In order for individuals to be placed as lifelong learners and to have 21st century learning skills, education systems must be modern and teachers, the main practitioners in these systems, must have 21st century learning and teaching skills. In learning and teaching activities, where student-centered practices gain importance, students are expected to actively participate in the learning process. Teachers are expected to have the ability to use contemporary teaching methods in teaching activities. Especially with COVID-19 around the world, online education has become more common, and has gained importance to support teaching activities with technology-supported teaching methods. It is possible for students to achieve success by realizing effective and permanent learning with the effective teaching activities of the teachers. The effective use of teaching methods in the teaching process eliminates individual differences by addressing different learning styles. Similarly, it affects success positively by increasing the attention and motivation of students in learning environments. In this context, the aim of this Special Issue is to introduce modern teaching methods to be applied in the teaching process and to present guidelines for their effective use. In addition, it aims to put forward suggestions for the realization of effective learning by addressing the problems experienced in teaching activities. We look forward to the contributions of relevant researchers in revealing the impact and importance of teaching methods in different levels of methods in different levels of education, in different age groups and in different disciplines.

We look forward to receiving your contributions.

Prof. Dr. Çiǧdem Hürsen
Prof. Dr. Fezile Özdamlı
Prof. Dr. Hüseyin Bicen
Dr. Umut Akçıl
Guest Editors

Manuscript Submission Information

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Keywords

teaching methods
technology-supported
teaching methods
contemporary teaching methods

Published Papers (10 papers)

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Research

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21 pages, 1845 KiB

Open AccessArticle

Augmented Reality in A Sustainable Engineering Design Context: Understanding Students’ Collaboration and Negotiation Practices

by Mobina Beheshti, Eunice Yujin Kang, Shulong Yan, Emanuel Louime, Caitlyn Hancock and Avneet Hira

Sustainability 2024, 16(1), 379; https://doi.org/10.3390/su16010379 - 31 Dec 2023

Viewed by 1494

Abstract

This study reports on the use of augmented reality (AR) within the context of sustainable engineering design education. The objective of this study is to understand students’ collaboration and negotiation practices in a sustainable engineering design context using AR. The technology used in this study includes MERGE Cube (a physical cube that acts as a digital canvas for AR) and CoSpaces Edu (an online platform for students to build 3D creations and animate them with code). There have been 48 instances of student participation from upper elementary to middle school in four iterations of this study since February 2022. The research was conducted based on a design-based research methodology, and the data was collected through qualitative methods and analyzed using the intra-action analysis method. This study’s outcome revealed that interactions among participant dyads and with the technology shed light on distinct dynamics within collaborative sustainability-oriented learning and design processes. These diverse interactions collectively emphasize the multifaceted nature of collaborative design, where individual experiences, communication styles, and technological proficiency all play integral roles in shaping the collaborative process. In addition, the results of our research showed that the complexities inherent in negotiating ownership and collaboration dynamics are influenced by individual attitudes, timing of involvement, and previous experiences. Given the importance of collaboration in achieving sustainability-oriented goals, these findings are relevant to the field of sustainable engineering education, especially when working with younger children. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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17 pages, 605 KiB

Open AccessArticle

Investigating the Emotion Patterns of Students’ Abnormal Interactions in Primary Class Teaching Contexts

by Shougang Han, Dilraba Yusupbag, Xinlu Yao and Zhongmei Han

Sustainability 2023, 15(24), 16785; https://doi.org/10.3390/su152416785 - 13 Dec 2023

Viewed by 865

Abstract

Students’ abnormal interactions pertain to the types of interactive behaviors that deviate from the prescribed learning contents and contravene the established learning objectives during classroom teaching. According to the emotion motivation theory, emotions experienced by students, which serve as a critical indicator of these abnormal interactions, assume a pivotal role in shaping the dynamics of learning activities. In primary school classrooms where frequent abnormal interactions occur, emotional exhaustion is highly prone to emergence and can further exacerbate students’ abnormal interactions, thereby significantly affecting the overall quality of classroom teaching. However, the relationship between emotions and students’ abnormal interactions remains limited and lacks a comprehensive understanding along with practical solutions. Hence, this study aims to investigate the emotion patterns of students’ abnormal interactions in primary class teaching contexts. By collecting video data from a sixth-grade classroom, we employ a combination of modified Flanders Interaction Analysis and intelligent technologies to explore students’ abnormal interactions and recognize emotion patterns of abnormal interactions. The findings of our study reveal that the classroom learning process engenders multiple types of students’ abnormal interactions, and different categories of students’ abnormal interactions were significantly different from their experienced emotions. In general, the sequence of chatting without permission followed by expressions of happiness and surprise emotions, and no response to the teacher’s questions followed by neutral and fearful expressions was remarkable during the classroom learning process. Building upon these findings, our study puts forth targeted recommendations for classroom teaching and management, with the ultimate goal of enhancing the quality of teaching and fostering the individual sustainable development of students. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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22 pages, 4055 KiB

Open AccessArticle

Using Needs Analysis to Foster Sustainability of Business English Courses: A Case Study of a University in the South of Chile

by Olusiji Adebola Lasekan, Ana Fabiola Moraga-Pumarino and Vengalarao Pachava

Sustainability 2023, 15(22), 16074; https://doi.org/10.3390/su152216074 - 17 Nov 2023

Viewed by 1168

Abstract

The purpose of this study is to conduct an in-depth needs analysis in order to create a sustainable business English course. Drawing critical insights from the development and implementation of a sustainable curriculum, a mixed-methods approach was carried out that involved data collected via a structured questionnaire administered to 117 university students of business administration and accounting. The findings indicated that a substantial majority of respondents perceived their level of English language proficiency to be low, with merely 25% evaluating their English skills as either “good” or “excellent”. Several language skills such as speaking, listening, and writing were recognized as communicative needs for effective business communication and studies, with over 86% interested in registering for the course. Regarding pedagogical needs, the emergence of preferences for face-to-face teaching, making the course mandatory, varying perspectives regarding the frequency and duration of courses, and inclination towards small group learning were established. For the sustainability of the business English course, this study suggests an integrated, responsive, and adaptive course that emphasizes interactive learning and curriculum alignment with global business trends. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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28 pages, 779 KiB

Open AccessArticle

Systems Thinking Skills and the ICT Self-Concept in Preschool Teachers for Sustainable Curriculum Transformation

by Brina Kurent and Stanislav Avsec

Sustainability 2023, 15(20), 15131; https://doi.org/10.3390/su152015131 - 22 Oct 2023

Cited by 1 | Viewed by 1471

Abstract

The importance of early learning is even greater today if we are to prepare children for the 21st century by developing several lifelong competencies. With the advent of digitalization, some educators already integrate information communication technology (ICT) into early childhood, whereas others also have concerns about early implementation. However, the introduction of digital competencies from the perspective of systems thinking among preservice and in-service preschool teachers has not yet been demonstrated. The purpose of this study is to identify preschool teachers’ systems thinking skills and their ICT self-concept and to develop a pathway model for developing an ICT self-concept for sustainable and digital preschool education using systems thinking. An empirical research design with advanced statistical analysis and structural equation modeling was used. The sample consists of 172 preschool teachers. The results showed small differences between the preservice and in-service preschool teachers in the areas of “sequence of events” and “communication” in favor of preservice preschool teachers. Regardless of the group of preschool teachers, systems thinking develops self-concept in relation to ICT equally. The pathway diagram shows that “understanding the relationships between patterns” is the strongest predictor of the ICT self-concept, that only perceiving and understanding the inter-relationships of factors influence problem solving, and that understanding variations of different types (random/specific) and causal sequences alone has predictive power for “process and store” in the context of the ICT self-concept. The developed model will help educators, researchers, and curriculum designers to improve preschool education practices and transform the curriculum in a sustainable way. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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18 pages, 786 KiB

Open AccessArticle

Exploring the Impact of Mobile Exams on Saudi Arabian Students: Unveiling Anxiety and Behavioural Changes across Majors and Gender

by Mostafa Aboulnour Salem and Ali Saleh Alshebami

Sustainability 2023, 15(17), 12868; https://doi.org/10.3390/su151712868 - 25 Aug 2023

Viewed by 890

Abstract

Students’ anxiety and behavioural changes while using different examination methods (paper, PC, and mobile exam platforms (MEPs)) were estimated. The influence of academic majors and gender was also determined by answering the following questions: How do anxiety and behavioural changes vary among students using different exam methods? How do students’ anxiety levels vary according to academic majors and gender while using different exam methods? A survey was conducted with 826 students enrolled in eight colleges at King Faisal University in Saudi Arabia. The results revealed less anxiety and fewer harmful behavioural changes among students using MEPs compared with other methods. Furthermore, less anxiety and fewer behavioural changes were observed among health and science majors than humanities and social science majors and among female students than male students while using MEPS. Therefore, MEPs should be gradually adopted by higher education institutions in Saudi Arabia, especially for humanities and social science majors and for male students. Furthermore, researchers and decision-makers should find unique solutions to reduce the positive correlation between anxiety and behavioural changes among health and science majors and female students toward MEPs. This can be achieved by identifying obstacles and introducing modern solutions, such as AI-generated exams, among others. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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21 pages, 865 KiB

Open AccessArticle

High School Students’ Use of Information, Media, and Technology Skills and Multidimensional 21st-Century Skills: An Investigation within the Context of Students, Teachers, and Curricula

by Cigdem Hursen, Derviş Paşa and Hafize Keser

Sustainability 2023, 15(16), 12214; https://doi.org/10.3390/su151612214 - 10 Aug 2023

Cited by 1 | Viewed by 1668

Abstract

The aim of this study is to determine high school students’ information, media, and technology skills and their level of use of multidimensional 21st-century skills. A mixed quantitative and qualitative method was preferred in the study conducted in Northern Cyprus. Quantitative data were obtained from 612 senior high school students, and qualitative data were obtained from teachers and three different curricula. Face-to-face interviews were conducted with 10 teachers in order to determine the in-class activities that teachers carried out to provide information, media, and technology skills. The degree to which the Turkish language and literature, English, and mathematics curricula, which are among the basic courses offered in the senior year of high school, have outcomes for gaining information, media, and technology skills was determined through document analysis. The results obtained from the study revealed that the students’ use of information, media, and technology skills was generally moderate. The students’ use of programming skills, which are among the sub-dimensions of information, media, and technology skills as well as their problem-solving skills, were found to be very inadequate. Students’ use of information and data literacy, communication, and collaboration skills, which are among the sub-dimensions of information, media, and technology skills, were found to be adequate. Similarly, it was concluded that the students’ use of multidimensional 21st-century skills was also adequate. The results revealed that the classroom activities implemented by the teachers were insufficient in developing students’ problem-solving skills in particular. Moreover, the results obtained with respect to curricula revealed that the mathematics curriculum had the highest number of outcomes related to information, media, and technology skills. The Turkish language and literature curriculum had the least number of outcomes related to information, media, and technology skills. The results of the research also revealed that the learning outcomes in the curricula were mostly related to communication and collaboration skills. The skill with the lowest number of related outcomes was found to be problem-solving. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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14 pages, 5585 KiB

Open AccessArticle

Redesign and Implementation of the Electromagnetism Course for Engineering Students Using the Backward Design Methodology

by Jesús González, Liliana Martínez, Roberto Aguas, Jhon De La Hoz and Henry Sánchez

Sustainability 2023, 15(16), 12152; https://doi.org/10.3390/su151612152 - 9 Aug 2023

Viewed by 895

Abstract

In this study, the redesign and implementation of an electromagnetism course for engineering students are presented using the methodology of backward design (BD), recognized for its attributes for the development of active learning and its possibility of specifying the fundamentals and principles of engineering education in the development of higher education syllabus. The purposes of this study were as follows: (1) to implement the backward design (BD) methodology to develop argumentative, purposeful, and interpretive skills in an electromagnetism course; (2) to design and apply rubrics to evaluate tests and laboratory reports and determine the level that best suits the knowledge, skills, and competencies of students; (3) to assess the perception of students regarding the use of the methodology and their contributions to the development and understanding of the concepts of the course. The results of this educational research experience showed that the BD teaching approach was pedagogical and significantly superior to conventional models for improving knowledge and skills of electromagnetism based on Hake’s statistic (h) of 0.73, which led us to conclude that there was a learning gain in the students. This paper focuses on Sustainable Development Goal 4 (SDG 4) of the United Nations Agenda, which is aimed at “Quality education”. The study’s results reveal that fully integrated and sustainable solutions can be envisioned for higher education entities via the implementation of BD methodology, which can support the educational transformation of the higher education sector based on SDG 4, which promotes inclusive and equitable quality education for all. This can mitigate the risk associated with university dropouts due to subjects that are highly complex for many students like electromagnetism. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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16 pages, 9202 KiB

Open AccessArticle

Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge

by Man Jiang, Hongli Yu, Juan He, Guoping Qian and Marcin Bialas

Sustainability 2023, 15(13), 10541; https://doi.org/10.3390/su151310541 - 4 Jul 2023

Cited by 3 | Viewed by 1175

Abstract

Researchers have examined the common and specialized content knowledge (CCK/SCK) of physical education (PE) teachers and compared their pedagogical content knowledge (PCK) with student learning outcomes globally. However, little research has been reported in China on the relationship between PCK and student learning in PE settings. The aims of the study were (i) to investigate the influence of teacher content knowledge (CCK/SCK) on student development stages in PE settings and (ii) to examine the impact of teachers’ PCK on students’ performance in Tai Chi techniques (TCTs) after six days of instruction. Two PE teachers were chosen from two urban, public, mid-sized middle schools located in Chengdu, Sichuan Province, China. This study involved 332 students from six 5th and six 6th grade classes. The study consisted of 185 5th-grade students (98 boys and 87 girls) and 147 6th-grade students (70 boys and 77 girls). We examined how teacher PCK and student TCT changed after a professional development workshop (PDW). Each PE teacher had two classes randomly assigned to the control or experimental condition groups. This study had three phases. Initially, the control condition was introduced; then, a PDW was provided for the teachers; and finally, the experimental condition was implemented. Teaching behaviors were described using mean values, and t-tests based on the highest TCT scores were conducted to examine the effect of teachers’ PCK on students’ TCT learning. Furthermore, PCK effect sizes were calculated using Cohen’s d. Significant relationships existed between teachers’ PCK, CK, and students’ knowledge, with effect sizes ranging from 1.92 to 6.82. Additionally, improvements in teachers’ PCK were associated with improved TCT performance in students (p < 0.05). Increased knowledge and skills can improve teachers’ PCK behavior, resulting in improved student performance in TCTs. These findings may provide evidence for future recommendations regarding knowledge and skill training programs for physical education teachers. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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16 pages, 3879 KiB

Open AccessArticle

Effectiveness of Cooperative Learning Instructional Models in Training In-Service Physical Education Teachers in Southwest China

by Man Jiang, Hongli Yu, Juan He, Guoping Qian and Marcin Bialas

Sustainability 2023, 15(13), 9993; https://doi.org/10.3390/su15139993 - 23 Jun 2023

Cited by 3 | Viewed by 1648

Abstract

The provision of advanced specialized content knowledge (SCK) that facilitates in-service teachers’ pedagogical content knowledge (PCK) is one aspect of physical education (PE) worth attention. To some extent, instructional models for training PE teachers on PCK implementation have been studied internationally. Cooperative learning (CL) is rarely reported in China, where direct instruction (DI) is commonly used to assist PE teachers. This study fills in the gaps and investigates whether PE in-service teachers receive proper training during short sessions to improve their PCK. We examined the effect of scaffolding procedures on in-service PE teachers’ PCK, skills, and self-efficacy compared to CL and DI. Hence, the question arose as to whether this support training provided by the instructor would assist in-service teachers in their perception of their efficacy as PE teachers. We deliberately selected 72 in-service PE teachers from twelve middle schools in Chengdu, Sichuan Province, China (23, 22, and 27 teachers for CL with scaffolding, CL, and DI conditions, respectively). CL and CLS participants were divided into mixed-sex teams using the CL procedure (Jigsaw) during the training session, while DI participants practiced the same training session in tandem. Pre- and post-tests were used to measure PE in-service teachers’ SCK, skills, and self-efficacy improvements. Additionally, PCK was also examined in the post-test. The mean scores for teaching self-efficacy, performance, and knowledge of practice for all three training conditions (CLS, CL, and DI) were similar at baseline. These parameters significantly differed between the three groups at the pre- and post-test. Post hoc tests revealed that participants in CLS programs improved their performance scores more from pre-test to post-test than participants in DI programs. Among CLS and CL participants, post hoc analyses indicated that their scores improved more significantly than those of DI participants between the pre- and post-tests. The correlation analysis showed positive correlations between post-test performance, PCK, and teaching self-efficacy in each condition. Direct access to teacher intervention information would be the key to developing instructional knowledge. CL training designs should incorporate scaffolding to help in-service teachers develop self-efficacy through physical activities. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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11 pages, 236 KiB

Open AccessProject Report

Healthcare Sustainability: Educating Clinicians through Telementoring

by Neil F. Katzman, Navin Pandey, Kent Norsworthy, John-Michael Maury, Sabrina Lord and Laura E. Tomedi

Sustainability 2023, 15(24), 16702; https://doi.org/10.3390/su152416702 - 9 Dec 2023

Viewed by 818

Abstract

Climate change is the most serious planetary emergency of our time. Carbon emissions secondary to the healthcare industry account for about ten percent of all emissions in the United States. Health professionals, including all clinicians, public health professionals, community health workers, first responders and hospital administrators, therefore, need to understand how they can make a difference in their profession, by understanding the health-related impacts of climate change and the importance of healthcare sustainability. An 8-week telementoring Climate Change Healthcare Sustainability ECHO series was developed to educate healthcare professionals in these topics, such as the health-related effects of climate change, healthcare sustainability, quality healthcare and carbon accounting. A total of 376 participants from throughout the US and 16 other countries completed this 8-week, 1 h per week virtual series and received no-cost continuing medical education credits. The evaluation consisted of pre- and post-Zoom polls, weekly post-session surveys and the registration demographics. Participants were primarily physicians and public health professionals. Participants who elected to complete the post-session survey stated that they increased their knowledge and communication skills regarding talking to patients and colleagues about sustainability. Future training will include additional quantitative and qualitative surveys to measure improvements in knowledge and behavior over time. This may include focus groups as well as surveys after 3 and 6 months. Full article

(This article belongs to the Special Issue Teaching Methods in Sustainable Education)

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