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Special Issue "Training, Education and Research in Covid-19 Times: Innovative Methodological Approaches, Best Practices, and Case Studies-Volume 2"

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

Deadline for manuscript submissions: closed (31 May 2022) | Viewed by 2161

Special Issue Editors

Prof. Dr. Miltiadis D. Lytras
E-Mail Website
Guest Editor
School of Business, Deree—The American College of Greece, 6 Gravias Street, GR-153 42 Aghia Paraskevi Athens, Greece
Interests: cognitive computing; artificial intelligence; data science; bioinformatics; innovation; big data research; data mining; emerging technologies; information systems; technology driven innovation; knowledge management; semantic web
Special Issues, Collections and Topics in MDPI journals
Dr. Abdulrahman Housawi
E-Mail Website
Guest Editor
Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
Interests: medical education; quality in training; innovation; saudi commission for health specialties; smart healthcare
Special Issues, Collections and Topics in MDPI journals
Dr. Basim Alsaywid
E-Mail Website
Guest Editor
1. Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
2. College of Medicine, King Saud Bin-Abdul-Aziz University for Health Sciences, Jeddah, Saudi Arabia
3. Urology Section, Department of Surgery, King Abdulaziz Medical City, Ministry of National Guard, Jeddah, Saudi Arabia
Interests: medical education; quality in training; innovation; saudi commission for health specialties; smart healthcare
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The recent COVID-19 pandemic has challenged the delivery of training and education worldwide. In parallel, research in the times of COVID-19 has become more demanding in terms of research methodologies and the delivery of sound scientific contributions.

In this Special Issue, we are interested in analyzing the diversified training, education, and research context in the times of the COVID-19 pandemic. Our intention is to analyze the key implications of the modified online mode of delivery as well as the components of strategies and policies that enhance the social value and the social impact of training, education, and research.

Our intended contribution is multifold:

  • To promote recent sound research on effective training, education, and research strategies and methodologies;
  • To contribute to the body of knowledge by promoting sound methodological approaches for effective training, education, and research in COVID-19 times;
  • To communicate best practices and key lessons learned related to training, education, and research in the COVID-19 period;
  • To invite to the relevant scientific debate diverse communities from different domains of human activity including medical training and research, business training and education, information systems and computer sciences education, etc.;
  • To contribute to the discipline of training and education by synthesizing complementary approaches, limitations, and key findings.

Topics include but are not limited to the following:

  • Training strategies in the COVID-19 period;
  • Effective technology for enhanced learning interventions in the COVID-19 period;
  • Transforming education from offline to online paradigms in the COVID-19 period;
  • Research excellence and strategies in the COVID-19 period;
  • Enhancing the skills, competencies, and knowledge of trainees in the COVID-19 period;
  • Engagement, interaction, and active training and learning in the COVID-19 period;
  • Higher education best practices for delivering top-quality education in the COVID-19 period;
  • Case studies in medical training and research;
  • Business training and education;
  • Information systems and computer sciences education;
  • Strategic frameworks for training, education, and research efficiency in COVID-19 times;
  • Key performance indicators and learning analytics for measuring the effectiveness of online training in the times of COVID-19;
  • Integration of academia and industry for training, education, and research;
  • Social networks research for enhanced training, education, and research in COVID-19 times;
  • Quality initiatives for effective training, education, and research in COVID-19 times.

Prof. Dr. Miltiadis D. Lytras
Dr. Abdulrahman Housawi
Dr. Basim Alsaywid
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 2000 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.

Published Papers (3 papers)

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Research

Article
Distance Education for Basic Surgical Skills Using Homemade Tools—DIY Methods for Emergency Situations
Sustainability 2022, 14(14), 8639; https://doi.org/10.3390/su14148639 - 14 Jul 2022
Viewed by 475
Abstract
The aim of our research was to establish a reproducible curriculum that offers the possibility to gain basic surgical skills (knot tying, suturing, laparoscopy basics) through distance education in emergency situations by using tools available in the household. Forty-six volunteering third- and fourth-year [...] Read more.
The aim of our research was to establish a reproducible curriculum that offers the possibility to gain basic surgical skills (knot tying, suturing, laparoscopy basics) through distance education in emergency situations by using tools available in the household. Forty-six volunteering third- and fourth-year medical students were involved in the study. The distance education system was set up using homemade or easily obtainable tools (an empty can, shoe box, sponge, etc.) to teach surgical knotting, suturing, and basic laparoscopic skills. The reachable learning objectives were contrasted with the original course plan. Feedback from the students has been collected. The students’ results were compared to the regular course of the previous years. Seventy-nine percent of the original learning objectives could be reached completely, and 15% partially. The necessary tools were available for 82% of the students. The students evaluated the course for 4.26 in general and 4.86 considering the circumstances (on a 5-level-scale). The homemade trainers were assessed over four as an acceptable substitution. Students’ exam results decreased only by 7% compared to the previous two years. Basic surgical skills can be educated with acceptable efficiency and student satisfaction using distance teaching and homemade tools. This is the first study where not only the simulators but the surgical instruments were replaced with household tools and evaluated by a reproducible curriculum. Full article
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Article
Graduating during the COVID-19 Pandemic: Digital Media Practices and Learning Spaces among Pupils Taking Their School-Leaving Exams
Sustainability 2022, 14(14), 8628; https://doi.org/10.3390/su14148628 - 14 Jul 2022
Viewed by 477
Abstract
The COVID-19 pandemic has profoundly changed educational and qualification experiences among young people. When the pandemic spread in 2020, schools worldwide were required to switch to remote learning. Through a qualitative multi-method, partly mobile, in-situ research approach, we accompanied pupils in the final [...] Read more.
The COVID-19 pandemic has profoundly changed educational and qualification experiences among young people. When the pandemic spread in 2020, schools worldwide were required to switch to remote learning. Through a qualitative multi-method, partly mobile, in-situ research approach, we accompanied pupils in the final year of their secondary education as they prepared for and finalized their school-leaving exams to investigate the following questions: What did pupils’ socio-material-technological learning spaces look like during this period? How did they adapt their digital media practices to cope with learning remotely? How did their situatedness in these learning spaces influence their learning experiences? Building on existing research in the field of digital and children’s geographies as well as learning spaces, through a combined content and narrative analysis, this article situates pupils’ learning spaces and experiences of graduating during the pandemic in the context of family relations, socio-material home spaces, polymediated learning environments and the accessibility of outdoor spaces. We debate the wide spectrum of media practices—ranging from indulgence in digital media, to balanced media use, to attempting to withdraw from using digital media—used by pupils to navigate through inextricably entangled socio-material-technological spaces during the pandemic. The further digitization of education prompted by the pandemic must be used in ways that empower pupils to engage in responsible and active use of digital media, thus allowing them to become mature and resilient digital participants in society. Full article
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Article
Towards Quality Digital Learning: Lessons Learned during COVID-19 and Recommended Actions—The Teachers’ Perspective
Sustainability 2022, 14(14), 8438; https://doi.org/10.3390/su14148438 - 10 Jul 2022
Viewed by 512
Abstract
The research focuses on identifying challenges and lessons from distance learning experiences in Italy during COVID-19, on opportunities emerging from a more digitalized school in the post-COVID-19 crisis, and on preparedness for potential future emergencies. The study aims to analyze different teachers’ experiences, [...] Read more.
The research focuses on identifying challenges and lessons from distance learning experiences in Italy during COVID-19, on opportunities emerging from a more digitalized school in the post-COVID-19 crisis, and on preparedness for potential future emergencies. The study aims to analyze different teachers’ experiences, perceptions, and perspectives on distance learning and provide suggestions for addressing crises and emergencies. An online survey based on a semi-structured questionnaire was conducted targeting primary and secondary school teachers and including schools whose students are only from urban contexts and schools where students are also from rural areas. The main results indicated that teachers were resilient and proactive and found strategies and good practices to deal with distance learning, although several open technological and pedagogical challenges remain unsolved. Finally, some recommended priority actions for stakeholders and policymakers have been provided to face these challenges and ensure inclusive and equitable quality education. Full article
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