Special Issue "Locating Cross-Educational Approaches to Develop SDGs"

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. Jordi Colomer Feliu
E-Mail Website
Guest Editor
Department of Physics, University of Girona, 17003 Girona, Spain
Interests: sustainable development goals; education sustainable competences; cooperative and reflective learning; cross-educational approaches; higher education.
Special Issues and Collections in MDPI journals
Prof. Dolors Cañabate
E-Mail Website
Guest Editor
Universitat de Girona, Girona, Spain
Interests: Sustainable Development Goals; Education Sustainable Competences; Cooperative and Reflective Learning; Cross-Educational Approaches; Active Methodologies.

Special Issue Information

Dear Colleagues,

Sustainability journal launches a special issue on “Locating cross-educational approaches to develop sustainable development goals-SDGs”, which might be of a broad interest since it will deal with the application of cross-educational approaches (from a holistic perspective) to foster, develop, entail, the individual Sustainable Development Goals. The strategy of the United Nations postulates that Education for Sustainable Development (ESD) stresses that education systems at all levels, (i.e., primary, secondary and tertiary), be underpinned by and embedded with ethics of solidarity, equality, and mutual respect among people, countries, cultures and generations. The principles for ESD at all levels of education, according to the new 2030 Agenda for Sustainable Development adopted by the world leaders, urge politicians and policy makers to move society towards a sustainable future. In educational centers, all types of knowledge, competences, skills, and attitudes that foster sustainable development have become the center of attention because ESD is needed for future agents in the field of sustainable development. ESD aims to develop the 17 SDGs approved by the United Nations that highlight a global vision for sustainability. Education institutions play a fundamental role in empowering individual reflection on one’s own actions to foster current and future social, cultural, economic and environmental understanding and impacts, to activate participation both locally and globally and to reframe complex situations through a sustainable basis. Teaching, then, should define, test and assess efficient cross-educational approaches based on developing SDGs at all levels of formal, non-formal and informal education. Manuscripts, then, should focus in any SDG, in the application of either scientific, humanistic and artistic disciplines from Higher Education systems, to secondary and primary education centres.

Prof. Dr. Jordi Colomer Feliu
Prof. Dolors Cañabate
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

  • Cross-Educational Approaches
  • Sustainable Development Goals
  • Education Sustainable Competences
  • Transformative Methodologies.  

Published Papers (2 papers)

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Research

Article
Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths
Sustainability 2021, 13(15), 8220; https://doi.org/10.3390/su13158220 - 23 Jul 2021
Viewed by 366
Abstract
Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that [...] Read more.
Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has on academic performance and on the gender gap in the subject of Maths. A total of 14,122 students between the ages of 10 and 19 took part in the study. The hypothesis posed was that gender differences observed in Maths would significantly be reduced in those classrooms in which cooperative learning had a higher degree of implementation. In the results, the analysis of the regression of means and gradients showed that gender predicts Maths results in a positive manner (estimated beta = 0.12, p < 0.01) and interacts with cooperative learning by taking a negative value (−0.26) and with an associated critical value less than 0.05. In other words, the relation between cooperative learning and Math grades is significantly higher in males than in females. However, females achieve better marks, which generates a certain relation of equity. These results prove that cooperative learning can reduce gender differences in the learning of Maths. Full article
(This article belongs to the Special Issue Locating Cross-Educational Approaches to Develop SDGs)
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Article
Education for Sustainable Development in Primary Education Textbooks—An Educational Approach from Statistical and Probabilistic Literacy
Sustainability 2021, 13(6), 3115; https://doi.org/10.3390/su13063115 - 12 Mar 2021
Cited by 2 | Viewed by 844
Abstract
Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts [...] Read more.
Based on the Stochastic Education Approach to Sustainability Education, the statistical and probability tasks for sustainability education in a collection of primary school mathematics textbooks in Chile (6–14 years old) were analyzed. A content analysis was carried out based on four categories: contexts for sustainability, levels of articulation, cognitive demand, and authenticity. The results show that: (1) there is a low presence of contexts for sustainability; (2) the tasks are not articulated to develop any of the Sustainable Development Goals; (3) there is a clear predominance of memorization tasks; (4) the teaching of statistics and probability in textbooks is not aligned with Education for Sustainable Development (ESD). These results are the roadmap for a new educational approach that allows the design of statistical and probability tasks to educate for sustainability in Primary Education. This new approach should promote that, through the progressive development of statistical and probabilistic literacy, students understand the different problems (social, economic and environmental) that we are faced with, as well as the measures that must be adopted to transform and act for a more sustainable world. Full article
(This article belongs to the Special Issue Locating Cross-Educational Approaches to Develop SDGs)
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