Dear Colleagues,

Over the past decade, we have seen a rapid digital transformation of the global economy and society.  This has led to a rapidly changing world, both in terms of climate but also in terms of the proliferation of learning devices and technologies to engage learners in developing the skills and practices necessary to contribute and engage with a rapidly changing world. Learning about sustainability and the impact that one has on the planet’s ecosystems is critical if we are to have a citizenry that internalizes sustainable policies and practices that lead to more just and healthier socio-ecological systems. Learning technologies offer a powerful way to engage learners in the exploration of sustainability concepts, especially many emerging technologies such as the Internet of Things, artificial intelligence, computational modeling, and data visualizations, to name a few.  Thus, learning technologies have the potential to deeply engage learners in critical collaborative inquiry and exploration of topics that cut across disciplines, while learning to critically examine and reflect upon their professional responsibilities, capabilities, beliefs, and personal motivations. 

This Special Issue of Sustainability will provide a core knowledge base for understanding and progressing cutting-edge theory and practices for the use of learning technologies to support learning about sustainability issues. We encourage researchers and practitioners to submit original research contributions that may be articles, case studies, critical perspectives, and reviews on topics related to learning technologies including, but not limited to:

• The use of emerging technologies (e.g., augmented reality, AI, physical computing, modeling) in both formal and informal settings that engage K-16 learners in the exploration of sustainability related issues.
• Preparing both pre- and in-service teachers to use learning technologies to support learning about sustainability.
• Frameworks and curriculum models that leverage learning technologies to engage learners
• The impact and mechanisms of novel and emerging technologies on supporting communities to learn about sustainability issues
• Teaching and learning through the use of learning technologies across fields in service to learning about sustainability
• The use of learning technologies in higher education to teach sustainability

Prof. Dr. Mike Barnett
Dr. Helen Zhang
Guest Editors

Ms. Megan McKinley-Hicks
Mr. Sheikh Ahmad Shah
Guest Editor Assistants

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 2400 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.

• learning technologies
• emerging technologies
• social justice
• computational thinking
• visualizations and modeling
• environmental sciences