Special Issue "Towards a Sustainable Future through Innovative STEM Education"

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

Deadline for manuscript submissions: 30 September 2021.

Special Issue Editors

Prof. Dr. Maija Aksela
E-Mail Website
Guest Editor
LUMA Science Helsinki, Faculty of Science, University of Helsinki, 00100 Helsinki, Finland
Interests: science education; STEM education; sustainability education; teacher education; student-centred education; ICT education; non-formal and informal education and co-design
Prof. Dr. Marina Milner-Bolotin
E-Mail Website1 Website2
Guest Editor
Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia, Vancouver, BC V6T 1Z4, Canada
Interests: STEM education; educational technology; teacher education
Dr. Sakari Tolppanen
E-Mail Website1 Website2
Guest Editor
School of Applied Educational Science and Teacher Education, University of Eastern Finland, 80130 Joensuu, Finland
Interests: STEM education; educational technology; teacher education

Special Issue Information

Dear Colleagues,

The world is changing, and education needs to change with it. The aim of this Special Issue, “Towards a Sustainable Future through Innovative STEM Education” is to provide understanding on how innovative STEM education can engage and empower students towards sustainability in a changing world.

This Special Issue will especially focus on novel ways (e.g., pedagogical solutions and models) to promote sustainability through formal, non-formal, and informal education from early childhood to post-secondary school as well as in pre-service and in-service teacher education. The exploration of the STEM and sustainability education nexus will allow the exploration of topics relevant to many 21st century educators. For example, to address such questions as:

How can STEM education contribute to solving sustainability issues (e.g., climate change and the COVID crisis)?

How can we educate students to solve real-life problems using STEM knowledge in a sustainable way?

How can innovative technologies help us in the context of sustainable STEM education?

How can we educate future STEM teachers and teachers to incorporate sustainability issues in their teaching practices?

Prof. Dr. Maija Aksela
Prof. Dr. Marina Milner-Bolotin
Dr. Sakari Tolppanen
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

  • STEM education
  • sustainability education
  • climate change
  • ICT education
  • educational technology
  • teacher education

Published Papers (1 paper)

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Research

Article
Reconceptualizing STEM Education in China as Praxis: A Curriculum Turn
by
Sustainability 2021, 13(9), 4961; https://doi.org/10.3390/su13094961 - 28 Apr 2021
Viewed by 499
Abstract
STEM education has drawn considerable international attention in recent decades. Current practices of STEM Education in China have shown that STEM is understood primarily as a policy-driven and economic problem. This paper challenges the reduced technical frameworks of STEM education and draws on [...] Read more.
STEM education has drawn considerable international attention in recent decades. Current practices of STEM Education in China have shown that STEM is understood primarily as a policy-driven and economic problem. This paper challenges the reduced technical frameworks of STEM education and draws on the theoretical framework of the reconceptualization movement in the curriculum field. It aims to shift scientific or social science paradigms with languages of humanity to reapproach STEM education. STEM education is hence reconceptualized as praxis in its lived, ethical and historical dimensions. It would transform STEM education in China from being targeted for economic growth to attending to lived, nuanced and rich STEM experiences, structured by ethics and threaded by history. STEM teachers and teacher educators are advised to understand anew about STEM in their situatedness. STEM could serve as an opportunity to critically reflect on and research each discipline in greater depth with inter-disciplinary lenses. Instead of integrating science, technology, engineering and mathematics seamlessly to form omnipotent toolsets for the 21st-century workforce in China and on the international landscape, a reconceptualization of STEM as praxis could continue to generate more sustainable STEM education. Full article
(This article belongs to the Special Issue Towards a Sustainable Future through Innovative STEM Education)
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