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Sustainability
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Technology Enhanced Education and the Sustainable Development
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Technology Enhanced Education and the Sustainable Development

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

Deadline for manuscript submissions: 31 March 2026 | Viewed by 2001

Special Issue Editors

Prof. Dr. Viacheslav Osadchyi

E-Mail Website
Guest Editor
Faculty of Economics and Management, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine
Interests: digital transformation; digitalization; information systems, educational technology; e-learning; knowledge management
Prof. Dr. Svitlana Symonenko

E-Mail Website
Guest Editor
Department of Foreign Languages, Dmytro Motornyi Tavria State Agrotechnological University, Zaporizhzhia, Ukraine
Interests: information and communication technology in language teaching
Prof. Dr. Olena Kuzminska

E-Mail Website
Guest Editor
Department of Information Systems and Technologies, National University of Life and Environmental Sciences of Ukraine, Kyiv, Ukraine
Interests: digital transformation; information systems and technology, educational technology; e-learning; open science; scholarly communication

Special Issue Information

Dear Colleagues,

The special issue "Technology Enhanced Education and the Sustainable Development" explores the role of digital technologies in transforming education to support sustainability goals. It examines how technology can enhance learning experiences, improve access to education, and contribute to the broader objectives of sustainable development, including environmental, social, and economic sustainability.

This issue welcomes research articles, case studies, and theoretical discussions that investigate the intersection of educational technology and sustainability. Topics of interest include:

  • The integration of digital tools and platforms (e.g., AI, virtual/augmented reality, adaptive learning) to promote sustainability in education.
  • Online and hybrid learning models that reduce the environmental impact of traditional education.
  • Open Educational Resources (OER) and their role in equitable and sustainable learning.
  • The use of EdTech to develop sustainability competencies and environmental awareness.
  • The role of digital transformation in promoting inclusion and lifelong learning for sustainable development.
  • Challenges and ethical considerations in the adoption of educational technology for sustainability.

This special issue aims to provide a platform for educators, researchers, and policymakers to share insights on how technology-enhanced education can drive sustainable development. By highlighting innovative applications, emerging trends, and critical challenges, the issue seeks to bridge the gap between digital transformation in education and sustainability efforts across various disciplines.

This special issue builds upon existing research in educational technology, sustainability education, and digital learning, but it extends the conversation by explicitly focusing on how technology-driven innovations can support sustainable development goals (SDGs).

Educational technology research has traditionally focused on improving learning outcomes, engagement, and accessibility. However, there is a growing need to examine its potential to foster sustainability awareness and behavior.

Sustainability education literature has explored strategies for integrating sustainability concepts into curricula, but less attention has been given to how digital tools can enhance these efforts.

Digital transformation studies highlight the impact of technology on education, but discussions on its role in reducing education’s carbon footprint, fostering green skills, and promoting global access to quality education remain underdeveloped.

By addressing these gaps, this special issue will offer a comprehensive and interdisciplinary perspective on how technology-enhanced education can contribute to a more sustainable future. It will bring together diverse viewpoints from pedagogy, policy, and technological innovation, providing new insights into the evolving role of EdTech in advancing sustainability.

Prof. Dr. Viacheslav Osadchyi
Prof. Dr. Svitlana Symonenko
Prof. Dr. Olena Kuzminska
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 250 words) can be sent to the Editorial Office for assessment.

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 2400 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 technology (EdTech)
  • digital transformation in education
  • sustainability in higher education
  • technology-enhanced learning (TEL)
  • blended and online learning
  • virtual and augmented reality in education
  • artificial intelligence in education (AI in EdTech)
  • open educational resources (OER)
  • e-learning and sustainability
  • digital equity and inclusion
  • environmental impact of edtech
  • lifelong learning for sustainability
  • smart campuses and sustainability
  • sustainability competencies in education
  • digital pedagogy for sustainability
  • ai and machine learning in education
  • big data in higher education
  • policy and governance in digital education
  • ethics of digital transformation in education
  • EdTech for global sustainable development goals (SDGs)

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (2 papers)

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24 pages, 318 KB  
Article
Making PBL Sustainable for L2 Beginners: An Anki-Based Approach to Motivation and Autonomy in Elementary Hindi Learning
by Taejin Koh and Yongjeong Kim
Sustainability 2025, 17(23), 10547; https://doi.org/10.3390/su172310547 - 25 Nov 2025
Viewed by 525
Abstract
This study examines the motivational and sustainability effects of an Anki-based, individualized project-based learning (PBL) model in an elementary Hindi language course. Conventional PBL approaches in language education typically rely on collaborative, production-focused tasks that can be demanding for novice learners and usually [...] Read more.
This study examines the motivational and sustainability effects of an Anki-based, individualized project-based learning (PBL) model in an elementary Hindi language course. Conventional PBL approaches in language education typically rely on collaborative, production-focused tasks that can be demanding for novice learners and usually conclude when the final project is submitted, leaving little structured support for continued practice. In this study, script, vocabulary, expression, sentence patterns, and pronunciation are not treated as background work but defined as the core pedagogical problem. Over the semester, each learner builds and refines a personalized Anki deck—a multimedia flashcard system based on spaced repetition—designed to support Devanagari word and sentence recognition, pronunciation practice, listening comprehension, and vocabulary retention. Each student constructed an individual deck aligned with course content, selecting vocabulary items, creating example sentences, and developing personalized memory cues that matched their learning pace and needs. Motivation was measured with a modified Instructional Materials Motivation Survey (IMMS) using only positively worded items to enhance reliability. Results showed consistently high scores across all ARCS domains, particularly for Confidence (M = 3.86) and Satisfaction (M = 3.93). Female students reported higher average scores, but gender showed no association with motivational grouping. Strong correlations among ARCS dimensions indicated consistent engagement across motivational components. Cluster analysis identified two groups of learners: highly motivated learners who treated deck creation as an ongoing learning resource, and less motivated learners who still maintained scores above the neutral midpoint—engaged enough to manage typical beginner challenges. The findings suggest that Anki-based PBL can make project-based learning workable at the novice level. By positioning deck creation as both the problem students solve and the tool they build, the model integrates continuous, self-paced practice into the project structure rather than treating it as a one-time deliverable. This design responds to a familiar gap in beginner language instruction: what happens when formal scaffolding ends. Unlike conventional PBL, which concludes with project submission, this approach creates a resource learners can use independently over time, embedding ongoing vocabulary retention and autonomous practice into the learning experience itself. Full article
(This article belongs to the Special Issue Technology Enhanced Education and the Sustainable Development)

Other

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36 pages, 7135 KB  
Systematic Review
Accessibility by Design: A Systematic Review of Inclusive E-Book Standards, Tools, and Practices
by Lenardo Silva, Bruno Pimentel, Breno Duarte, Romildo Escarpini, Laisa Sousa, Nicholas Cruz and Rafael Silva
Sustainability 2025, 17(24), 11173; https://doi.org/10.3390/su172411173 - 13 Dec 2025
Viewed by 708
Abstract
Digital technologies have transformed how information is accessed and shared; however, individuals with disabilities continue to face significant barriers in engaging with educational content. The shift to electronic formats presents an opportunity to promote inclusion by integrating accessibility features. Accessible e-books are essential [...] Read more.
Digital technologies have transformed how information is accessed and shared; however, individuals with disabilities continue to face significant barriers in engaging with educational content. The shift to electronic formats presents an opportunity to promote inclusion by integrating accessibility features. Accessible e-books are essential for fostering equitable participation in learning environments, supporting lifelong learning, and aligning with global sustainability goals such as SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities). While international frameworks like the Web Content Accessibility Guidelines (WCAG) advocate for accessible publishing, significant gaps remain. This paper presents a Systematic Literature Review (SLR) aimed at examining the role of accessibility features in shaping the quality, usability, and affordability of e-books. Based on well-defined guidelines, we defined and executed an SLR protocol, identifying 1618 studies in seven different scientific databases. At the end of the review process, we selected 74 studies to answer four research questions related to the accessibility features employed by e-books and their reading platforms. By synthesizing existing evidence, this review highlights barriers, best practices, and strategic pathways to inform educators, publishers, and policymakers. Ultimately, this study advocates for the development of inclusive and sustainable digital content ecosystems that meet the diverse needs of all learners. Full article
(This article belongs to the Special Issue Technology Enhanced Education and the Sustainable Development)
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