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ICT Implementation toward Sustainable Education
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ICT Implementation toward Sustainable Education

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

Deadline for manuscript submissions: closed (30 June 2022) | Viewed by 5940

Special Issue Editors

Dr. Alona Forkosh Baruch

E-Mail Website
Guest Editor
Levinsky College of Education, Knowledge Technology Lab, School of Education, Tel Aviv University, Tel-Aviv, Israel
Interests: ICT in education; innovative pedagogical practices using technology; new literacies for the knowledge society; teacher education for the 21st century
Dr. Hagit Meishar-Tal

E-Mail Website1 Website2
Guest Editor
Holon Institute of Technology, Holon, Israel
Interests: educational technologies; instructional design; ICT in education

Special Issue Information

Dear Colleagues,

When addressing sustainable education, we refer to the change in the educational culture, which develops and embodies the theory and practice of sustainability in a critically aware manner. This, in turn, refers to a transformative paradigm that values, sustains and realizes human potential, thereby attaining and sustaining “social, economic and ecological well being, recognizing that they must be part of the same dynamic” (Sterling, 2001).

The education sector is constantly involved in aspects of sustainability; however, two major frameworks are currently influencing actions worldwide. One, the United Nations Sustainable Development Goals, developed in 2015, and their 17 Sustainable Development Goals for 2030. These refer to various domains of our well-being worldwide (United Nations, 2015). Second, the OECD Learning Compass 2030, which was developed to help reach individual, either personal, shared or global, well-being goals (OECD, 2019). Information and Communication Technologies serve as a lever for sustainable education, by empowering learners and promoting their digital competence as future citizens and applying innovative educational processes. For this, the European Commission provided the European Framework for the Digital Competence of Educators (DigCompEdu), reflecting the increasing awareness of the educators’ need for a set of digital competences in order to utilize digital technologies in a way that utilizes their potential for providing sustainable and innovative education (European Union, 2017).

For this Special Issue, we welcome scholarly papers that advance our understanding of how ICT and digital media altogether can be implemented in order to promote sustainable education in schools, higher education institutions, informal education or any other educational context, as well as how sustainable education is supported by ICT/digital media. We encourage submissions that address, but are not limited to, the following topics and questions:

Broader Concerns Related to Sustainable Education

  • What opportunities and challenges exist for the education sector for implementing ICT/digital media towards sustainable education?
  • To what extent are educational institutions (K12 or higher education) using ICT/digital media for promoting sustainable education?
  • Which policies are developed and implemented for ICT/digital media implementation that promote sustainable education?
  • How does ICT/digital media implementation for sustainable education fit within broader discussions about sustainability, the United Nations’ Sustainable Development Goals and the OECD’s Learning Compass 2030?

Sustainable Education and Organizational Change

  • In what ways do ICT/digital media implementation, sustainability policies and practices impact one another, as a lever for organizational change?
  • What ICT- and media-related organizational culture is required for sustainable education?
  • How does ICT policy (on a national, regional, local and institutional level) affect the success of sustainable education, which promotes well-being on multiple levels of the education system?
  • What kind of ICT/digital media resources and new capabilities are needed to develop successful sustainable education? How are these related to the leadership of school/higher education institutions?

Curricular Aspects of ICT-Based Sustainable development

  • Which content (topics, subject matters, inter-disciplinary themes) best support sustainable education, and how does ICT/digital media implementation promote its sustainability?
  • What innovative ICT-based pedagogies promote sustainable education?
  • How is ICT/digital media implementation for sustainable education measured and assessed on multiple levels (e.g., institutional, systemic)?
  • How are the competencies needed for students to thrive in upcoming decades reflected, developed and applied on the institution, as well as the systemic levels of education?
  • How does the curriculum address common language and understanding in a way that is globally relevant and informed? How is the framework adapted to local contexts?

Motivation to Implement ICT for Sustainable Education

  • What factors motivate the education sector (all stakeholders) to develop and apply ICT policies for promoting sustainability?
  • What is the role of ICT/digital media in motivating sustainable education, and how does sustainability influence ICT implementation? What ICT practices are most effective for promoting sustainable education?

ICT-Based Collaborations for Sustainable Education

  • In what ways are educational organizations collaborating with each other and with external partners (e.g., industry) to advance sustainable education supported by ICT/digital media implementation? Which types of collaboration are most effective?
  • What are the benefits and challenges of ICT-based collaboration with partners for promoting sustainable education?
  • What models are developed and implemented for collaboration based on ICT applications for sustainable education? What are their benefits and challenges? What are the factors for their successful implementation?

Sustainable Educational Outcomes

  • How does ICT/digital media implementation promote sustainable, inclusive and accessible education for all?
  • What ICT practices are more likely to promote successful sustainable educational routines?
  • Which ICT- and digital-media-supported sustainable educational practices lead to greater environmental and social benefits?
  • Where should educational institutions and the educational milieu altogether focus their attention when implementing ICT/digital media for sustainable education?
  • How can successful ICT/digital media implementation models for educational sustainability be scaled and transferred to additional educational settings?

Dr. Alona Forkosh Baruch
Dr. Hagit Meishar-Tal
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 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.

Keywords

  • sustainability
  • sustainable education
  • information and communication technologies (ICT)
  • digital media
  • ICT literacy
  • ICT (digital) skills
  • ICT (digital) competencies
  • ICT implementation
  • digital resources
  • (online) collaboration
  • soft skills
  • digital leadership
  • digital citizenship
  • accessibility
  • inclusion
  • innovative pedagogies
  • educational (pedagogical) practices
  • assessment
  • ICT policy
  • ICT practices

Published Papers (3 papers)

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Research

17 pages, 2823 KiB  
Article
Perspectives on Smart Villages from a Bibliometric Approach
by Maria Magdalena Turek Rahoveanu, Valentin Serban, Adrian Gheorghe Zugravu, Adrian Turek Rahoveanu, Dragoș Sebastian Cristea, Petronela Nechita and Cristian Silviu Simionescu
Sustainability 2022, 14(17), 10723; https://doi.org/10.3390/su141710723 - 29 Aug 2022
Cited by 8 | Viewed by 1997
Abstract
We are going through a period in which the concept of the smart village (SV) is a novelty for the management of a community, and the new smart economy of the village is based on the power of community support. Appropriately, the development [...] Read more.
We are going through a period in which the concept of the smart village (SV) is a novelty for the management of a community, and the new smart economy of the village is based on the power of community support. Appropriately, the development of a SV is related to a family’s participation in the motivation and access to education, the increase in knowledge of information technology, information and communications technology (ICT) literacy, and also in the creation of facilities for research and development (R&D). The partnership between the public administration, the private sector, and the community heads will lead to a smart economy within the village. At the same time, the intervention of the food system to support climate change can be supported by intelligent agriculture. The SV has a strong social significance; research in the field can be multidisciplinary, including human nutrition, climate change, and community education. This paper aims to X-ray the research areas of the SV from a multidisciplinary sense, in support of the partnership with the community, and to identify the main directions of strategic development. In total, 368 pieces of research on SVs from the last ten years were analyzed through bibliometric analysis using VOSviewer software, doubled by the co-occurrence of keywords and the bibliometric combination of documents, followed by a systematic review of the literature. The research undertaken was intended to contribute to the development of research for SVs, with the analysis of identified clusters. The results obtained will have a special contribution at the SV level through strategic and research proposals and suggest that the most important strategic and research directions for SVs focus on community education, its satiety, as well as several environmental and social changes generated by SVs. Full article
(This article belongs to the Special Issue ICT Implementation toward Sustainable Education)
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14 pages, 1870 KiB  
Article
The Role of Digital-Media-Based Pedagogical Aids in Elementary Entomology: An Innovative and Sustainable Approach
by Su-Ju Lu, Ya-Hui Chen, Hazel Huang and Ying-Chieh Liu
Sustainability 2022, 14(16), 10067; https://doi.org/10.3390/su141610067 - 14 Aug 2022
Viewed by 1534
Abstract
It has been challenging for city school pupils to learn about insects, given the lack of live insects. To overcome this challenge, the objective of this study is to propose the use of emerging digital media, namely three-dimensional printing (3DP) technologies, to create [...] Read more.
It has been challenging for city school pupils to learn about insects, given the lack of live insects. To overcome this challenge, the objective of this study is to propose the use of emerging digital media, namely three-dimensional printing (3DP) technologies, to create reusable, fake, “live” insects. In this study, we designed two 3D-printed pedagogical aids to support elementary entomology. The first aid was a set of cards showing photos of the 3D-printed insect prototype, which could help the learners in close observation of the insect body’s regions and parts, and the second 3D-printed aid was a construction kit mimicking physical insects, which were made of an enlarged 3D-printed insect prototype. The two aids were used in our field experiment to examine the effectiveness in learning and motivation. A total of 153 pupils were grouped into three groups (one using the existing multimedia e-book, one using the first 3DP aid, and one using the second aid). The results confirm that the digital media application—in this case, 3DP technologies—were able to compensate for the lack of the live insects. These results raised our confidence in using a customized size 3D-printed insect prototype to enhance rudimentary entomology inside the classroom. If the 3DP technologies are used properly, they could offer an innovative and sustainable solution. Full article
(This article belongs to the Special Issue ICT Implementation toward Sustainable Education)
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20 pages, 2347 KiB  
Article
E-Mentoring Pilot Program in Academic Internships: Effectiveness in Improving Participants’ Competencies
by Harold Tinoco-Giraldo, Eva María Torrecilla Sánchez and Francisco J. García-Peñalvo
Sustainability 2022, 14(7), 4025; https://doi.org/10.3390/su14074025 - 29 Mar 2022
Cited by 4 | Viewed by 1724
Abstract
This research is interested in the role that mentoring can play as a strategy for academic and professional support in the academic internships of undergraduate students of a marketing program in a Colombian university, aiming to validate an e-mentoring model to stimulate the [...] Read more.
This research is interested in the role that mentoring can play as a strategy for academic and professional support in the academic internships of undergraduate students of a marketing program in a Colombian university, aiming to validate an e-mentoring model to stimulate the acquisition of professional competencies in students of academic internships. Thus, a quantitative approach-related group pre-posttest experimental type study (a pilot study) was carried out to validate the e-mentoring program. The sample consisted of 18 mentees with their respective 18 mentors, who were evaluated in three different phases (pretest mentee, posttest mentees, and posttest mentors). The results showed positive results, especially in four distinctive competencies (project management, problem-solving, autonomous work, and teamwork). On the other hand, the mentors confirmed elements associated with high satisfaction with the e-mentoring program through its design, purpose, the training provided, and the level of professional, logistical, and technological support. Full article
(This article belongs to the Special Issue ICT Implementation toward Sustainable Education)
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