Special Issue "Trends, Challenges and Opportunities for Education in the New Agenda 2030"

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. 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 and Collections in MDPI journals
Prof. María-Natalia Campos-Soto
E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education Sciences, University of Granada, Granada 18011, Spain
Interests: education; special education; technology; methodologies; higher education; primary education
Prof. Dr. Juan Carlos de la Cruz-Campos
E-Mail Website
Guest Editor
Department of Didactics and School Organization, Faculty of Education and Sport Sciences, University of Granada, Melilla 52005, Spain
Interests: education; primary education; higher education; social education; non-formal education (sport); sustainable education; technology; active methodologies

Special Issue Information

Dear Colleagues,

UNESCO has recently published the objectives for working toward sustainable development over the next few years. The challenges for education, understood as a fundamental pillar for promoting greater social justice and cohesion among the population, are to ensure inclusive and equitable quality education, as well as to promote lifelong learning opportunities for all. The aims of this are to: (a) promote effective learning environments; (b) increase the number of scholarships available to developing countries; and (c) increase the supply of qualified teachers. In addition, the challenges for the next decade include achieving universal primary and secondary education; an early childhood development and universal pre-primary education; an equal access to technical/vocational and higher education; relevant skills for decent work; gender equality and inclusion; universal youth and adult literacy; and an education for sustainable development and global citizenship. These sustainable development objectives propose as an educational goal that all students acquire “the knowledge, skills, values and attitudes needed to build sustainable and peaceful societies, including through education for global citizenship and education for sustainable development”.To do this, it is essential to develop strategies that allow for changes in the education system in which sustainable aspects are considered. In this change, higher education plays a very important role in training future generations, in their values, attitudes, knowledge and, in short, in the exercise of responsible, civic citizenship committed to the objectives of sustainable development.

This Special Issue aims to address the various trends, challenges, and opportunities in the field of education in a context marked by the COVID-19 pandemic at the global level. Because of this pandemic, we have been immersed in a state of confinement that has meant that the education system has had to adapt to a new teaching–learning methodology from one day to the next—a change that has made us realize the social inequality that exists among our students, who in many cases do not have the necessary means to be able to follow classes normally.

Prof. Dr. Antonio-Manuel Rodríguez-García
Prof. María-Natalia Campos-Soto
Prof. Dr. Juan Carlos de la Cruz-Campos
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

  • education trends
  • education challenges
  • education opportunities
  • Agenda 2030
  • social justice
  • students’ experience
  • teachers’ experience
  • remote teaching
  • online assessments
  • technological challenges
  • quality assurance
  • graduate attributes
  • academic standards
  • inclusive education
  • quality education
  • education for sustainable development
  • education for global development
  • sustainability education
  • pedagogy of sustainability
  • sustainable goals
  • COVID-19

Published Papers (5 papers)

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Research

Article
Success or Failure of the Thai Higher Education Development—Critical Factors in the Policy Process of Quality Assurance
Sustainability 2021, 13(17), 9486; https://doi.org/10.3390/su13179486 - 24 Aug 2021
Viewed by 452
Abstract
Understanding the factors affecting the policy process of quality assurance is important for assessing the development of higher education. Here, we used a qualitative research approach, along with an analysis of policies and a literature review, to investigate the national policy process. The [...] Read more.
Understanding the factors affecting the policy process of quality assurance is important for assessing the development of higher education. Here, we used a qualitative research approach, along with an analysis of policies and a literature review, to investigate the national policy process. The factors of quality assurance relating to improving the quality of higher education and SDGs in Thailand since the introduction and implementation of a national policy on quality assurance between 1999 and 2019 were also analyzed. Content area experts in Thailand were directly interviewed, and the obtained data were analyzed in terms of the Act. Through the analysis, we identified three main processes affecting education quality assurance between 1999 and 2019; namely, policy formulation, policy implementation, and policy evaluation. Our findings reveal that, although the policy was defined as an act during the policy formulation process, its implementation and evaluation have been limited by critical factors, such as the achievement of graduates, university ranking, and the country’s competitiveness. We conclude that prioritizing the quality assurance policy and facilitating relevant factors are essential to improving the development of higher education in Thailand. Full article
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Article
Analysis of Ecological Values in Future Education Professionals in Andalusia (Spain)
Sustainability 2021, 13(14), 7934; https://doi.org/10.3390/su13147934 - 15 Jul 2021
Viewed by 439
Abstract
This study shows the hierarchy of values presented by first-year teacher training students studying at public universities in Andalusia (Spain), emphasising the analysis of ecological values in relation to the gender variable. For this purpose, we used a survey-type methodology with a quantitative [...] Read more.
This study shows the hierarchy of values presented by first-year teacher training students studying at public universities in Andalusia (Spain), emphasising the analysis of ecological values in relation to the gender variable. For this purpose, we used a survey-type methodology with a quantitative approach. Participants were selected by means of probability sampling by clusters. The sample was finally composed of 651 students, of whom 226 were men (34.7%) and 425 women (65.3%) aged between 18 and 49 (M = 20.20 and T.D. = 3.736). The results show a high valuation of non-material aspects related to affectivity, morality, the individual and ecology, followed by values related to the body and its care, the social, the material and the aesthetic, and finally, values related to the intellectual, the political and the religious. The results show the influence of gender in the identification of ecological values and the variables that make them up, where women have higher averages in most of the items. We can therefore conclude that the gender variable influences the choice of ecological values presented by university students. Full article
Article
Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups
Sustainability 2021, 13(14), 7673; https://doi.org/10.3390/su13147673 - 09 Jul 2021
Viewed by 309
Abstract
In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. [...] Read more.
In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system. Full article
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Article
Empirical Study on the Factors Affecting User Switching Behavior of Online Learning Platform Based on Push-Pull-Mooring Theory
Sustainability 2021, 13(13), 7087; https://doi.org/10.3390/su13137087 - 24 Jun 2021
Viewed by 717
Abstract
Online learning is gaining popularity, but users can easily find alternatives and switch between learning platforms. Reducing users switching behavior is a critical condition for the sustainable development of an online learning platform; therefore, it is necessary to investigate the influence factors of [...] Read more.
Online learning is gaining popularity, but users can easily find alternatives and switch between learning platforms. Reducing users switching behavior is a critical condition for the sustainable development of an online learning platform; therefore, it is necessary to investigate the influence factors of users switching behavior between different platforms to retain users and enhance the competitiveness of enterprises. Push-Pull-Mooring (PPM) theory is adopted to construct a structural equation model of customer switching behavior on online learning platforms and to explore the mechanism of user switching behavior between learning platforms. The model is tested with data collected from 313 online learning users. The results show that information overload and dissatisfaction, as push factors, significantly affect user switching behavior. Functional value and network externality as pull factors positively affect user switching behavior, switching cost, and affective commitment as mooring factors negatively correlate with switching behavior. Further, this study also revealed that there are obvious different influencing factors for different online learning platforms. Overall, this study provides some practical strategies for the online learning platform and can help them to gain a competitive advantage. Full article
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Article
Effects of Learning Attitudes and COVID-19 Risk Perception on Poor Academic Performance among Middle School Students
Sustainability 2021, 13(10), 5541; https://doi.org/10.3390/su13105541 - 16 May 2021
Cited by 1 | Viewed by 953
Abstract
The purpose of this study is to examine the effects of middle school students’ learning attitudes and risk perception toward COVID-19 on their poor academic performance since the COVID-19 pandemic began. This study limited the sample to middle school students who responded that [...] Read more.
The purpose of this study is to examine the effects of middle school students’ learning attitudes and risk perception toward COVID-19 on their poor academic performance since the COVID-19 pandemic began. This study limited the sample to middle school students who responded that their academic performance was an A or B grade during the last academic year in 2019. For this study, 268 respondents were selected and logistic regression was employed. Self-motivated studying time and positive attitudes toward online learning predicted consistent academic performance since the COVID-19 pandemic began. Middle school students’ preference toward an in-person classroom format was related to poor academic performance since the COVID-19 pandemic began. A risk perception toward COVID-19 was related to poor academic performance since the COVID-19 pandemic began. It is imperative to provide educational programs which help students develop self-motivated studying habits to maintain their academic performance during COVID-19. Policymakers in schools should consider providing in-person options for students who are more academically successful in such an environment. Full article

Planned Papers

The below list represents only planned manuscripts. Some of these manuscripts have not been received by the Editorial Office yet. Papers submitted to MDPI journals are subject to peer-review.

title: The Future of Special Education Teacher Preparation in Saudi Arabia
Authors: 1) Almalki, Saeed; 2) Alabdulwahab, Rame; 3) Alnahdi, Ghaleb
Author Affiliations: 1. King Saud University 2. Princess Nourah Bint Abdulrahman University 3. Prince Sattam Bin Abdulaziz University
Abstract: The Ministry of Education in Saudi Arabia is currently working on reshaping the teacher education programs in all public universities. Therefore, this study aims to overview Saudi Arabia future options to reform special education teacher preparation that related to students with special educational needs. This study conducted by reviewing international practices in teacher preparation. In addition, studding the two main theoretical approaches (special education and inclusive education), and its practical implication on teacher preparation in the country. The result of the study suggested to adapt a mix theoretical approach to prepare teachers could be the suitable option to reform special education teachers preparation programs.
Tentative Submission Date: 31/07/2021
First name: Saeed
Last name: Almalki
Email address: [email protected]



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