Special Issue "Individual and Socio-cultural Factors on Language and Academic Achievement to Promote PK-16 Educational Sustainability"

A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: 31 December 2022.

Special Issue Editors

Prof. Dr. Fuhui Tong
E-Mail Website
Guest Editor
Department of Educational Psychology (EPSY), Texas A&M University, College Station, TX 77843, USA
Interests: research design and quantitative methodology in bilingual/ESL education; bilingual education in an international context; language and literacy development for bilingual/ EL students; teacher characteristics on bilingual students’ academic achievement; program evaluation in educational research with bilingual population
Dr. Shifang Tang
E-Mail Website
Guest Editor
Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA), Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843-4225, USA
Interests: teacher preparation and professional development for diverse and underserved learners in ESL/EFL/bilingual settings; program evaluation and quantitative/qualitative analysis in educational research; learning motivation and strategies

Special Issue Information

Dear Colleagues,

According to the United Nations’ Sustainable Development Goals for education, quality education enables upward socioeconomic mobility and is key to removing poverty. We believe that sustainability education should be available and accessible at any grade level and be integrated within all disciplines. During such integration, it is critical to understand learning characteristics and language and academic achievement in promoting sustainable educational programs. The focus of this issue rests on the understanding of the interplay between individual and sociocultural factors that impact learners’ school success. Individual factors refer to learners’ motivation, learning strategies, self-efficacy, and language proficiency. Sociocultural factors cover teachers’ pedagogical practice and attitude, parent/family involvement, school demographics, socioeconomic status, and native language/culture. Understanding individual and sociocultural characteristics supports researchers and practitioners in designing curriculum and educational programs that can better serve the needs of learners in this ever-changing globe so as to achieve sustainable development in education.

Therefore, with this Special Issue, we welcome empirical studies (quantitative, qualitative, single-case, and mixed-methods), theoretical, research reviews, and methodological works that contribute to a variety of disciplinary areas in a broad educational setting from pre-school to higher education (PK-16). We publish topics on curriculum innovation, teacher professional development, program evaluation, pedagogy, and family practice that promote student learning motivation and strategies in order to sustain improved academic performance and language learning in English as a medium of instruction (EMI), English as a second language (ESL), English as a foreign language (EFL), and bilingual/multilingual contexts. Preference will be given to the contexts where English is used as a medium of instruction in the learning of science, technology, engineering, arts, and mathematics (STEAM) areas.

Prof. Dr. Fuhui Tong
Dr. Shifang Tang
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

  • teacher professional development
  • learning motivation
  • curriculum innovation
  • family literacy practice
  • pedagogical practice
  • language teaching and learning
  • English as medium of instruction (EMI)
  • STEAM
  • curriculum integration
  • ESL/EFL/English as global language

Published Papers

This special issue is now open for submission.
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