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Special Issue "Social Sciences Education for Sustainable Development"

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

Deadline for manuscript submissions: closed (31 May 2022) | Viewed by 4432

Special Issue Editors

Dr. Maria Pilar Rivero Gracia
E-Mail Website
Guest Editor
Department of Specific Didactics, Faculty of Education/ IUCA, University of Zaragoza, 50009 Zaragoza, Spain
Interests: heritage education; historical education; heritage web 2.0 educommunication; social sciences for sustainable development; technologies for social sciences education
Dr. Silvia García-Ceballos
E-Mail
Guest Editor
Department of Specific Didactics, Faculty of Education/ IUCA, University of Zaragoza, 50009 Zaragoza, Spain
Interests: heritage education; virtual environment; augmented reality; heritage programs; evaluation; archaeological museums; cultural heritage; open-air museums; sustainability; educommunication; citizen participation
Dr. Miguel Ángel Pallarés
E-Mail
Guest Editor
Department of Specific Didactics, Faculty of Education/ IUCA, University of Zaragoza, 50009 Zaragoza, Spain
Interests: heritage education; educommunication; social sciences for sustainable development
Dr. María Sebastián-López
E-Mail Website
Guest Editor
Department of Specific Didactics, Faculty of Education/ IUCA-ARGOS, University of Zaragoza, 50009 Zaragoza, Spain
Interests: geography education; developing digital data literacy; geographical skills and ICT skills; social sciences for sustainable development

Special Issue Information

Dear Colleagues,

Education is key to achieving the Sustainable Development Goals (SDG). Social science teachers, heritage educators, or committed geographers, among other specialists, have developed innovative educational proposals or have implemented digital tools for new sustainable approaches to heritage, public space, and communities.

Concerned with the contribution of the social sciences to the sustainable development goals established by Agenda 2030 of the United Nations, we present this Special Issue focused on making research formulated from this discipline visible concerning goal 4 “Quality education” and goal 11 “Sustainable Cities and Communities”—especially the goal “Redouble efforts to protect and safeguard the world's cultural and natural heritage”. In particular, the scope of this issue aims to publish studies that propose innovative research that makes a contribution to the development of civic competencies and values ​​related to sustainability, both in formal and non-formal contexts—schools, museums, social media, virtual environments, etc. In general, manuscripts must show effective educational research for the development of civic competencies and values ​​linked to environmental, social, and cultural sustainability and specifically to the Sustainable Development Goals. Research methods for this topic can be quantitative, qualitative, or mixed.

Therefore, the purpose of this Special Issue is to provide a place for the exchange of new educational proposals, emerging issues, and technology applied to sustainability and/or civic competencies, committed to quality education in any field of social sciences. It is about forming a broad vision of good practices in social sciences education related to the values of sustainability that have been critically evaluated through empirical research. This Special Issue is raised in line with other themes of the journal, such as:

https://www.mdpi.com/journal/sustainability/special_issues/heritage_education

https://www.mdpi.com/journal/sustainability/special_issues/instructional_support

https://www.mdpi.com/journal/sustainability/special_issues/edu_environ_citizen_sus

https://www.mdpi.com/journal/sustainability/special_issues/edu_sdg

Dr. Maria Pilar Rivero Gracia
Dr. Silvia García-Ceballos
Dr. Miguel Ángel Pallarés
Dr. Dr. María Sebastián-López
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

  • Instructional Design
  • Sustainable Value Creation
  • Social Sciences Education
  • Citizenship Education
  • Education for sustainability

Published Papers (5 papers)

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Research

Article
Narratives as a Didactic Resource in the Social Sciences to Teach Sustainable Development: A Study with Primary Education Students
Sustainability 2022, 14(13), 7778; https://doi.org/10.3390/su14137778 (registering DOI) - 26 Jun 2022
Abstract
The environment should be incorporated transversally into all human activities, especially the different areas of education. However, this is not always the case. In these pages we present a study carried out during the 2021/2022 academic year among students studying for a degree [...] Read more.
The environment should be incorporated transversally into all human activities, especially the different areas of education. However, this is not always the case. In these pages we present a study carried out during the 2021/2022 academic year among students studying for a degree in Primary Education at the University of Cordoba, to analyze narratives as resources for teaching pupils about the environment and sustainable development, mainly through the dissemination and knowledge of the Sustainable Development Goals (SDGs). Data on the didactic experience was collected from a potential sample of 217 teachers to be via a questionnaire validated by experts, which was subjected to reliability analysis with Cronbach’s Alpha, using the SPSS program, version 25.0 for Windows. The trainee teachers reacted positively to the use of narratives as resources for teaching and learning about the environmental contents of the SDGs, considering them an ideal pedagogical resource to transmit concepts effectively, in addition to serving to develop other types of competences. Likewise, they concluded that this intervention provided significant coverage of both the theoretical and practical contents of sustainable development. Full article
(This article belongs to the Special Issue Social Sciences Education for Sustainable Development)
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Article
A Preliminary Approach toward Development of the TVET Research and Development (R & D) Sector for Sustainable Development in Myanmar
Sustainability 2022, 14(9), 5474; https://doi.org/10.3390/su14095474 - 02 May 2022
Viewed by 436
Abstract
The research and innovation in Technical and Vocational Education and Training (TVET) are crucial in helping achieve the Sustainable Development Goals. However, most developing countries including Myanmar fail to systematically collect information on TVET, and research in TVET is regarded as a neglected [...] Read more.
The research and innovation in Technical and Vocational Education and Training (TVET) are crucial in helping achieve the Sustainable Development Goals. However, most developing countries including Myanmar fail to systematically collect information on TVET, and research in TVET is regarded as a neglected area. Therefore, the aim of the study is to take a preliminary approach toward the development of the TVET research and development (R & D) sector in Myanmar by highlighting the insights on how to initiate and promote TVET research and innovation in the country. To achieve the aim, the study conducted a literature review, a need analysis of the TVET R & D sector of the country and a contextual analysis of the focal TVET organization, and it identified the best practices from other countries. The drive to develop a concept of the TVET R & D sector in the country highlighted the need for the TVET sector development through R & D. Regarding the findings from the SWOT analysis, the focal TVET organization has to apply the suggested strategies including development of a R & D framework, training of the researchers, networking and cooperation to develop the TVET R & D sector in the country. Finally, a preliminary approach toward the TVET R & D sector development of Myanmar was taken for the sustainable development of the country. Full article
(This article belongs to the Special Issue Social Sciences Education for Sustainable Development)
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Article
The Teaching of Historical Memory as a Tool for Achieving SDG 16 and Teachers’ Views on the Exile Memorial Museum (MUME) Routes
Sustainability 2021, 13(24), 13637; https://doi.org/10.3390/su132413637 - 09 Dec 2021
Viewed by 786
Abstract
This article analyses the educational role of historical memory in Spain in the context of Education for Sustainable Development and the Sustainable Development Goals. The main objective is to show the utilitarian value of historical memory as an enabling element to achieve SDG [...] Read more.
This article analyses the educational role of historical memory in Spain in the context of Education for Sustainable Development and the Sustainable Development Goals. The main objective is to show the utilitarian value of historical memory as an enabling element to achieve SDG 16: “Peace, justice and strong institutions”. The study analysed focuses on a very specific heritage product, the exile routes of the Exile Memorial Museum—MUME (La Jonquera, Spain), through a series of semi-open in-depth interviews with teachers who visited the routes. Their responses were cross-checked with the learning objectives for SDG 16 in its three categories: cognitive, socio-emotional and behavioural. The results of this cross-referencing show that there is a significant relationship between the teaching of heritage in places of memory and the block of socioemotional learning objectives, and more specifically with the third category, related to the display of empathy and solidarity. Full article
(This article belongs to the Special Issue Social Sciences Education for Sustainable Development)
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Article
Educational Illustration of the Historical City, Education Citizenship, and Sustainable Heritage
Sustainability 2021, 13(10), 5706; https://doi.org/10.3390/su13105706 - 19 May 2021
Cited by 3 | Viewed by 943
Abstract
The Sustainable Development Goals identified by the United Nations (2030 agenda) aim to promote sustainable cities, the need to safeguard cultural heritage, and the importance of quality education. Through different projects, the DIDPATRI research group at the University of Barcelona has developed didactic [...] Read more.
The Sustainable Development Goals identified by the United Nations (2030 agenda) aim to promote sustainable cities, the need to safeguard cultural heritage, and the importance of quality education. Through different projects, the DIDPATRI research group at the University of Barcelona has developed didactic iconographic models on the historical and heritage dimension of cities. Comprehensible proposals have been made by developing unique techniques and using easily accessible technologies. The working hypothesis has focused on the idea that the models of didactic iconography promote the understanding of the history of the city, and this enables educational actions and contributes to the formation of quality citizenship, aware of the importance of heritage, with a view to the sustainability of urban environments themselves. The components and the layout of the iconographic prototypes tested have been developed with the available technological variables, but, above all, they focus on the conceptual organization of the iconographic contents to show. In other words, it places greater emphasis on techniques than on subsidiary technologies for change. The development of different projects has generated models of empirical effectiveness, which methodologically have contributed to improving, in the key of sustainability, the knowledge of historical urban environments and respect for heritage. The case studies considered in this work are two of the most emblematic developed by the DIDPATRI group: the archaeological site of El Born in Barcelona, and the medieval site of La Seu de Urgell, in the Catalan Pyrenees. Full article
(This article belongs to the Special Issue Social Sciences Education for Sustainable Development)
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Article
Coeducation and Citizenship: A Study on Initial Teacher Training in Sexual Equality and Diversity
Sustainability 2021, 13(9), 5233; https://doi.org/10.3390/su13095233 - 07 May 2021
Viewed by 811
Abstract
The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school [...] Read more.
The present study makes an exhaustive review of the conditions and challenges faced by society to transform the school into a truly inclusive, coeducational, and democratic space. It proposes a theoretical model, of a bottom-up nature, to achieve gender equality in the school environment, giving special importance to teacher training. This study evaluates the training in gender equality and coeducation that students with degrees related to teaching are receiving. An analysis is conducted of the presence of attitudes that support the gender/sex system and the identification of relevant female references in a sample of 452 students in the Degree in Primary Education or the University Master’s Degree in Teacher Training for Compulsory Secondary Education, Upper Secondary Education, Vocational Training, and Language Teaching (MUPES). For the collection of information, an ad hoc questionnaire was used that contemplates formative and cultural aspects, together with the Inventory of Ambivalent Sexism (ASI), the Attitudes of Heterosexuals toward Homosexuals (HATH), and the Women in History (WH) scales. Among the main results, the important lack of training in aspects related to gender equality and coeducation, as well as a general lack of knowledge of historical female references, stands out. It can be concluded that, at present, teacher training is still in the early stages of the proposed model. Full article
(This article belongs to the Special Issue Social Sciences Education for Sustainable Development)
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