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Special Issue "Education for Sustainable Development: Commitments and Challenges——Selected Papers from CIEI 2021"

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

Deadline for manuscript submissions: closed (30 April 2022) | Viewed by 2520

Special Issue Editors

Prof. Dr. Antonio-Manuel Rodríguez-García
E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education and Sport Sciences, University of Granada, 52005 Melilla, Spain
Interests: education; technology; higher education; learning; methodologies; social justice; social inclusion
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. José Antonio Marín-Marín
E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Granada, 18010 Granada, Spain
Interests: educational guidance; teacher training; social education; educational technology; sustainability education; educational innovation; active methodologies; gamification; digital skills
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. José-María Romero-Rodríguez
E-Mail Website
Guest Editor
Department of Didactics and School Organization, University of Granada, 18010 Granada, Spain
Interests: mobile learning; educational technology; ICT; teacher training; higher education teaching; pedagogy; online learning; technology enhanced learning; social networks and social applications; internet risks
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Davide Capperucci
E-Mail Website
Guest Editor
Department of Education, Languages, Interculture, Literatures and Psychology, University of Florence, 50121 Florence, Italy
Interests: curriculum design; teacher and school leaders training; learning assessment; school evaluation; sustainability education; teaching for global competence; educational innovation; active and authentic methodologies
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education for sustainable development aims to offer answers to society by providing the knowledge, competences, values, and attitudes necessary to favour an ethical global development with the environment, the economy and, in this way, to achieve a fairer and more inclusive society.

Education for sustainable development therefore encompasses cognitive, social, emotional, and behavioral dimensions of learning, pedagogy, and learning environments in a holistic and transformative way.

At the global level, four basic objectives are pursued: first of all, to employ interactive pedagogy through active, learner-centred methodologies; secondly, to integrate sustainability issues related to the Sustainable Development Goals; thirdly, to empower people to take responsibility for present and future generations by actively contributing to societal transformation; and finally, to enable the achievement of Sustainable Development Goals towards building a more socially just world.

This Special Issue aims to address the commitments and challenges in the field of education for sustainable development. We believe that this Special Issue is timely for education because of the potential of the topic, as it covers an important area, quality education, highlighted by the SDGs of the UN’s 2020–2030 agenda and the post-pandemic context. Because of this, we expect to receive a significant number of manuscripts. As this is a topic of particular relevance in the field of education, we hope that this Special Issue will set a precedent and serve as a reference on the topic of today’s sustainable education challenges.

Conference Name: XV Congresso Internazionale sull’educazione e l’innovazione (CIEI2021)

Date: 13–15 December 2021

Location: Firenze, Italy

Conference Organizer: University of Firenze and University of Granada

Prof. Dr. Antonio-Manuel Rodríguez-García
Prof. Dr. José Antonio Marín-Marín
Prof. Dr. José-María Romero-Rodríguez
Prof. Dr. Davide Capperucci
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.

Keywords

  • teacher training
  • education for sustainable development
  • education for global development
  • sustainability education
  • pedagogy of sustainability
  • sustainable goals
  • educational technology
  • inclusive education
  • educational methodologies
  • quality education
  • Agenda 2030
  • education challenges
  • COVID-19

Published Papers (3 papers)

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Research

Article
A Navigation Chart for Sustainability for the Ocean i3 Educational Project
Sustainability 2022, 14(8), 4764; https://doi.org/10.3390/su14084764 - 15 Apr 2022
Viewed by 396
Abstract
The complex nature of sustainability challenges implies the need to provide students with interdisciplinary learning experiences and environments based on active and reflective learning. To know whether these experiences result in real learning, there must be a way of capturing and measuring the [...] Read more.
The complex nature of sustainability challenges implies the need to provide students with interdisciplinary learning experiences and environments based on active and reflective learning. To know whether these experiences result in real learning, there must be a way of capturing and measuring the competences required to promote sustainable development using suitable indicators. This paper presents the process of building a competence map that is used as a navigation chart to monitor the sustainable education competences in the Ocean i3 experience. An action-research methodological approach is used involving participant observation, field notes, informal interviews, and documentary analysis. The participants were 38 students, 23 teachers, 3 project coordinators, and 2 researchers, and the context of the study is the five workshops carried out in the Ocean i3 project. The result is a navigation chart that traces the students’ learning journey through dialogue between the competences, learning outcomes, and activities. In conclusion, this approach to curricular planning can serve to inspire other learning environments and experiences on how to tackle the challenge of envisioning their sustainability competence development pathway. Above all, it can serve to improve competence development training schedules for sustainability. Full article
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Article
Chilean University Teachers’ Social Representations and Attitudes about Students’ Sexual Diversity
Sustainability 2022, 14(3), 1722; https://doi.org/10.3390/su14031722 - 02 Feb 2022
Viewed by 424
Abstract
This study seeks to explore social representations and attitudes of university teachers in relation to sexual diversity. The study has a qualitative approach through content analysis. The research was collected through 62 critical incidents with university professors, with at least one year of [...] Read more.
This study seeks to explore social representations and attitudes of university teachers in relation to sexual diversity. The study has a qualitative approach through content analysis. The research was collected through 62 critical incidents with university professors, with at least one year of experience in undergraduate teaching, in five universities located in the northern macro zone of Chile. The results highlight that there are teachers who take on three different types of roles when faced with situations of gender diversity.. Some are in favour of the inclusion of the sexual minority community, others are more like external observers and a third group, with little interest in inclusion, practice for the students belonging to sexual minorities, within the diversity of the university classrooms. Many teachers tend to contain and compensate for the scarce support that sexually diverse young people have within their families. Teachers demand more training than they currently have in order to be able to carry out adequate interventions in the classroom. Finally, the number of feelings and emotions described by teachers in the face of events and experiences related to sexual diversity in their university institutions is highly significant. Full article
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Article
Decolonising Literacy Practices for an Inclusive and Sustainable Model of Literacy Education
Sustainability 2021, 13(23), 13349; https://doi.org/10.3390/su132313349 - 02 Dec 2021
Viewed by 603
Abstract
Despite efforts on the part of institutions, professionals and social agents, the Roma population in Europe still lacks equal access to education. Difficulties in literacy development are at the root of this: Roma learners present lower literacy rates than non-Roma learners and learners [...] Read more.
Despite efforts on the part of institutions, professionals and social agents, the Roma population in Europe still lacks equal access to education. Difficulties in literacy development are at the root of this: Roma learners present lower literacy rates than non-Roma learners and learners in non-segregated schools, preventing them from transitioning to secondary education. This article presents the results of ethnographic research with a group of Roma primary learners in Southern Spain. The aim was to analyse the contexts, interactional spaces, contents and practices of learners’ engagement with literacy in and outside the classroom. Data analysis was carried out using an adaptation of the continua model of biliteracy, useful for analysing literacy practices in contexts with different literacy cultures. Results show that communicative practices that challenged skills-based literacy models helped activate learners’ literacy reservoirs, enhancing their literacy engagement and allowing them to renegotiate their position as Roma learners in a non-Roma institution and as text creators in the classroom. Conclusions point to the need to decolonise classroom practice by identifying learners’ literacy reservoirs and ways to activate these, contributing to a more inclusive and sustainable model of literacy education consistent with the United Nations’ Sustainable Development Goal for quality education. Full article
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