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Educational Research in the Era of 2030 Agenda for Sustainable Development (2nd Edition)

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

Deadline for manuscript submissions: 15 October 2025 | Viewed by 11486

Special Issue Editors

Dr. Athanasios Mogias

E-Mail Website
Guest Editor
Laboratory of Environmental Research and Education, Department of Elementary Education, Democritus University of Thrace, 68100 Alexandroupolis, Greece
Interests: environmental education; education for sustainable development; ocean literacy
Special Issues, Collections and Topics in MDPI journals
Dr. George Malandrakis

E-Mail Website
Guest Editor
Department of Primary Education, Aristotle University of Thessaloniki, 54636 Thessaloniki, Greece
Interests: environemental education; education for sustainable development; footprints education; educational research
Special Issues, Collections and Topics in MDPI journals
Dr. Panayota Koulouri

E-Mail Website
Guest Editor
Institute of Marine Biology, Biotechnoogy & Aquaculture, Hellenic Centre for Marine Research, 71500 Heraklion, Greece
Interests: marine biodiversity; benthic ecology; integrated coastal zone management; ocean literacy
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Our modern communities are constantly faced with enormous environmental and socioeconomic challenges and, unfortunately, the initiation of environmental education in the late 1960s and early 1970s, in both formal and non-formal education settings, and its later evolution, did not prove to be the most successful tool to improve our relationship with nature. This is mainly due to what has potentially been an improper introduction of environmental education/education for sustainable development worldwide. Although these efforts placed environmental education/education for sustainable development on new and promising paths, updates to the implementation of environmental education in the early 1990s and its transition to education for sustainable development, intended to meet contemporary societal needs, as well as the implementation of the United Nations Decade of Education for Sustainable Development (2005–2014), proved to achieve less than initially expected.

Having in mind all of the above, in 2015 the United Nations member states approved a promising action plan to promote sustainability until the year 2030, known as the 2030 Agenda for Sustainable Development. This framework integrates 17 Sustainable Development Goals, aiming to cover all aspects of sustainability through several targets, identified as objectives to be accomplished by the end of the third decade of the 21st century.

Consequently, the main purpose of this Special Issue is to convey the best practices of current educational research, seeking to contribute to the achievement of the 17 Sustainable Development Goals. Such research could emanate from all levels (primary, secondary, and tertiary) and types of education (formal and non-formal), engaging students, teachers, and citizens.

Dr. Athanasios Mogias
Dr. George Malandrakis
Dr. Panayota Koulouri
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 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

  • environmental education
  • education for sustainable development
  • environmental literacies
  • agenda 2030 sustainable development goals
  • elementary education
  • secondary education
  • tertiary education
  • students
  • teachers
  • citizens

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Published Papers (6 papers)

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Research

16 pages, 1024 KiB  
Article
Teaching and Learning About the Ecological Footprint to Primary School Students: A Vehicle for Achieving the 2030 SDGs
by Nikolaos Galanis, Alexandros Amprazis and Georgios Malandrakis
Sustainability 2025, 17(12), 5429; https://doi.org/10.3390/su17125429 - 12 Jun 2025
Viewed by 465
Abstract
The educational value of the Ecological Footprint (EF) lies in its ability to facilitate the identification and quantification of individuals’ environmental impacts, stemming from their daily habits and lifestyles, while also supporting the achievement of the 2030 sustainability goals. This study aimed to [...] Read more.
The educational value of the Ecological Footprint (EF) lies in its ability to facilitate the identification and quantification of individuals’ environmental impacts, stemming from their daily habits and lifestyles, while also supporting the achievement of the 2030 sustainability goals. This study aimed to enhance primary school students’ understanding of their EF through the implementation of specially designed educational materials based on the Greek online EF calculator. A 10 h teaching intervention (TI) on EF was designed and carried out with 112 primary school students aged 10–12 years. The effectiveness of the intervention was assessed using a specially developed questionnaire. The results showed a statistically significant increase in students’ scores from the pre-test to the post-test regarding their understanding of the EF concept. When each EF category was examined individually, the most statistically significant differences were recorded in the categories of Infrastructure/Housing, Goods/Services, and Waste. These findings suggest that primary school students’ understanding of the EF can be effectively improved through a well-structured teaching intervention. This conclusion holds value not only for education for sustainable development (ESD), but also more broadly, in an era where understanding and embracing sustainability is a top priority for all modern educational institutions. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development (2nd Edition))
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18 pages, 255 KiB  
Article
Advancing Sustainable Development Goal 4 Through a Scholarship of Teaching and Learning: The Development and Validation of a Student-Centered Educational Quality Scale in Developing Countries
by Yan Wang, Zhihua Liu and Chenglin Tu
Sustainability 2025, 17(10), 4369; https://doi.org/10.3390/su17104369 - 12 May 2025
Viewed by 499
Abstract
Aligned with the 2030 Agenda’s call for inclusive, quality education, this study bridges Sustainable Development Goal 4 (SDG4) and the Scholarship of Teaching and Learning (SoTL)—both committed to equitable, evidence-based education. We address the challenge of SoTL practice and of implementing SDG4 targets [...] Read more.
Aligned with the 2030 Agenda’s call for inclusive, quality education, this study bridges Sustainable Development Goal 4 (SDG4) and the Scholarship of Teaching and Learning (SoTL)—both committed to equitable, evidence-based education. We address the challenge of SoTL practice and of implementing SDG4 targets in top–down systems prevalent in developing countries by centering student voices. By centering student perspectives as a reflective lens, we develop and validate a student-driven five-dimensional SoTL evaluation scale. Utilizing a three-phase mixed-methods approach—the initial construction of a 48-item scale (Stage 1), pilot testing with 202 students and exploratory factor analysis (Stage 2), and confirmatory factor analysis with 468 responses in the main survey (Stage 3)—we established a robust framework encompassing teaching practice, teaching effectiveness, knowledge base, the multi-relationship, and teaching interaction. This study provides a scalable tool for monitoring progress toward the SDG4 targets across diverse educational contexts, bridging global sustainability imperatives with the localized pedagogical reality. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development (2nd Edition))
20 pages, 1206 KiB  
Article
Sustainability Education Through Green Facades: Effects of a Short-Term Intervention on Environmental Knowledge, Attitude, and Practices
by Annalisa Pacini, Marie Brüggemann, Maren Flottmann, Jörg Großschedl and Kirsten Schlüter
Sustainability 2025, 17(6), 2609; https://doi.org/10.3390/su17062609 - 16 Mar 2025
Viewed by 731
Abstract
Teaching can contribute substantially to achieving the Sustainable Development Goals (SDGs) by addressing traditional curriculum-relevant topics in new contexts related to sustainability. A suitable context is green facades, which support several SDGs at once. The aim of sustainability education should be to foster [...] Read more.
Teaching can contribute substantially to achieving the Sustainable Development Goals (SDGs) by addressing traditional curriculum-relevant topics in new contexts related to sustainability. A suitable context is green facades, which support several SDGs at once. The aim of sustainability education should be to foster all components of the KAP triad, i.e., not only promoting environmental knowledge (K) and attitude (A) but also enabling appropriate practices (P). This study analyzes the effect of a short-term didactic intervention on green facades (4 h) on the KAP triad. Pre-, post-, and follow-up tests were conducted with n = 71 students aged M = 14.19 (SD = 1.54). Knowledge and attitude development were analyzed using ANOVA. Regression analyses were calculated to assess the relations of knowledge and attitude with practices. The results show that even a short-term intervention can lead to longer-term effects regarding knowledge growth but will only bring about short-term changes in attitude. Attitude items with the strongest change were not related to students’ direct or immediate activities. In addition, environmental knowledge and attitude appear to support different kinds of activities. Therefore, it seems important that didactic interventions focus on knowledge and attitude to enable students to engage in pro-environmental behaviors. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development (2nd Edition))
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20 pages, 1282 KiB  
Article
Assessing the Role of Environmental Education Practices Towards the Attainment of the 2030 Sustainable Development Goals
by Kgosietsile Velempini
Sustainability 2025, 17(5), 2043; https://doi.org/10.3390/su17052043 - 27 Feb 2025
Cited by 5 | Viewed by 3958
Abstract
The purpose of this study was to assess the role of environmental education to attain the 2030 Sustainable Development Goals (SDGs). Environmental education has an interconnection with the SDGs, that constitute 169 targets and 230 indicators. Education is addressed in SDG4; however, education [...] Read more.
The purpose of this study was to assess the role of environmental education to attain the 2030 Sustainable Development Goals (SDGs). Environmental education has an interconnection with the SDGs, that constitute 169 targets and 230 indicators. Education is addressed in SDG4; however, education has an extended role in other interconnected areas such as poverty, gender, health and inequality, natural resources, energy, and climate change and variability. This study adopted a survey method and employed a questionnaire, open-ended questions, and critical review of secondary sources. The results from this study reveal interspersed areas played by environmental education in attaining the integrated SDGs and contribute to building awareness on the momentous role of environmental education in producing sustainable pathways for the future. The international environmental education community shares a goal of focusing on environmental education to attain the SDGs. This paper recommends competent mainstreaming of environmental education practices in the school curriculum, lifelong learning settings, and in government and corporation policy frameworks to enable societies to become resilient. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development (2nd Edition))
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25 pages, 863 KiB  
Article
The Psychological Mechanisms of Education for Sustainable Development: Environmental Attitudes, Self-Efficacy, and Social Norms as Mediators of Pro-Environmental Behavior Among University Students
by Jianyang Zhang and Aochen Cao
Sustainability 2025, 17(3), 933; https://doi.org/10.3390/su17030933 - 23 Jan 2025
Viewed by 2807
Abstract
Education for Sustainable Development (ESD) has been widely promoted as a key strategy for fostering pro-environmental behavior, yet the psychological mechanisms underlying its effectiveness remain inadequately understood. This study investigates how ESD participation influences pro-environmental behavior through the mediating roles of environmental attitudes, [...] Read more.
Education for Sustainable Development (ESD) has been widely promoted as a key strategy for fostering pro-environmental behavior, yet the psychological mechanisms underlying its effectiveness remain inadequately understood. This study investigates how ESD participation influences pro-environmental behavior through the mediating roles of environmental attitudes, environmental self-efficacy, and social norm perceptions. Using structural equation modeling with data from 500 university students, we tested a comprehensive model integrating these psychological pathways. Environmental attitudes, mediating 56% of the effects, emerged as the strongest factor, followed by social norm perceptions (27%) and environmental self-efficacy (17%). These findings demonstrate full mediation through these psychological mechanisms, suggesting that ESD’s effectiveness depends on its ability to transform students’ environmental attitudes, strengthen their self-efficacy beliefs, and foster supportive social norms. These results contribute to both the theoretical understanding and practical implementation of ESD by highlighting the relative importance of different psychological pathways and suggesting targeted strategies for enhancing educational interventions. This study provides evidence-based insights for educators and policymakers seeking to design more effective sustainability education programs in higher education settings. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development (2nd Edition))
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20 pages, 1459 KiB  
Article
Italian Sustainable Living—Survey on Knowledge, Attitudes, and Behaviours Among the Italian Population
by Edoardo Miotto, Beatrice Favero, Cecilia Smaniotto, Anna Saramin, Silvia Cannone, Maria Francesca Furmenti, Lucia Palandri, Giovanna Adamo, Gianluca Voglino, Maria Parpinel and Laura Brunelli
Sustainability 2024, 16(24), 11186; https://doi.org/10.3390/su162411186 - 20 Dec 2024
Viewed by 1570
Abstract
Education and knowledge are essential for fostering sustainable living, which helps to protect our planet and promote health and socio-economic development. This study investigated sustainable living knowledge and behaviours among the general Italian population. A 40-item questionnaire was created to assess knowledge, awareness, [...] Read more.
Education and knowledge are essential for fostering sustainable living, which helps to protect our planet and promote health and socio-economic development. This study investigated sustainable living knowledge and behaviours among the general Italian population. A 40-item questionnaire was created to assess knowledge, awareness, and attitudes in eight domains: house, energy, food, personal care, shopping, transportation, waste, water and other consumption. The questionnaire was distributed online between January and June 2023. A multiple logistic regression model was performed to assess the relationships between all the variables surveyed. Among the 420 people who participated (66% female, median age of 39 years), 76% had a higher-level education degree and 72% had never participated in a sustainability initiative. Knowledge about sustainability was lower in the domains of shopping (70.6%) and transportation (85.0%). The fewest behaviours carried out/products used were found in the domains of personal care (31.3%) and transportation (47.8%). Positive associations were found between the use/adoption of sustainable items and knowledge about sustainability (aOR: 1.38, CI: 1.35–1.41) and previous inherent educational activities (aOR: 1.04, CI: 1.03–1.06). Age, region of residence and urbanisation context were factors that discontinuously influenced the implementation of the considered items for transportation and food. Improvements are needed to close the gap between knowledge and action, especially in the domain of personal care. A better understanding of the factors that play a role in the non-use of transportation will help to develop measures to promote sustainability and societal wellbeing. Full article
(This article belongs to the Special Issue Educational Research in the Era of 2030 Agenda for Sustainable Development (2nd Edition))
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