Search Results (3,792)

Design Thinking (DT) has emerged as a relevant methodology for addressing global challenges aligned with the United Nations Sustainable Development Goals (SDGs). This study presents a systematic literature review, conducted following PRISMA 2020 guidelines, which analyzes 42 peer-reviewed publications from 2013 to 2023. Through inductive content analysis, 10 core DT principles—such as empathy, iteration, user-centeredness, and systems thinking—I identified and thematically mapped to specific SDGs, including goals related to health, education, innovation, and climate action. The study also presents five real-world cases from diverse sectors such as technology, healthcare, and urban planning, illustrating how DT has been applied to address practical challenges aligned with the SDGs. However, the review identifies persistent gaps in the field: the lack of standardized evaluation frameworks, limited integration across SDG domains, and weak adaptation of ethical and contextual considerations, particularly in vulnerable communities. As a response, this paper recommends the adoption of structured impact assessment tools (e.g., Cities2030, Responsible Design Thinking), integration of design justice principles, and the development of participatory, iterative ecosystems for innovation. By offering both conceptual synthesis and applied insights, this article positions Design Thinking as a strategic and systemic approach for driving sustainable transformation aligned with the 2030 Agenda. Full article

Addressing global challenges such as climate change and inequality requires convergence competencies that enable learners to devise sustainable solutions. Such competencies have been emphasized in Science, Technology, Engineering, Mathematics (STEM) fields, but empirical research and assessment tools tailored to Humanities, Arts, and Social Sciences (HASS) remain scarce. This study aimed to develop and validate a self-assessment tool to measure convergence competencies among HASS learners. A three-round Delphi survey with domain experts was conducted to evaluate and refine an initial pool of items. Items with insufficient content validity were revised or deleted, and all retained items achieved a Content Validity Ratio (CVR) of ≥0.800, with most scoring 1.000. The validated instrument was administered to 455 undergraduates participating in a convergence education program. Exploratory factor analysis identified five key dimensions: Convergent Commitment, Future Problem Awareness, Future Efficacy, Convergent Learning, and Multidisciplinary Inclusiveness, explaining 69.72% of the variance. Confirmatory factor analysis supported the model’s goodness-of-fit (χ² (160) = 378.786, RMSEA = 0.054, CFI = 0.952), and the instrument demonstrated high internal consistency (Cronbach’s α = 0.919). The results confirm that the tool is both reliable and valid for diagnosing convergence competencies in HASS contexts, providing a practical framework for interdisciplinary learning and reflective engagement toward sustainable futures. Full article

The sustainable development of teaching expertise in research-intensive universities remains a critical global challenge. This study investigates the distinctive characteristics of expert teachers—exemplary faculty in research universities—addressing their developmental trajectories and motivational mechanisms within prevailing incentive systems that prioritize research productivity over pedagogical excellence. Employing grounded theory methodology, we conducted iterative coding of 20,000-word interview transcripts from 13 teaching-awarded professors at Chinese “Double First-Class” universities. Key findings reveal the following: (1) Compared to the original K-12 expert teacher model, university-level teaching experts exhibit distinctive disciplinary mastery—characterized by systematic knowledge structuring and cross-disciplinary integration capabilities. (2) Their developmental trajectory transcends linear expertise acquisition, instead manifesting as a problem-solving continuum across four nonlinear phases: career initiation, dilemma adaptation, theoretical consciousness, and leadership expansion. (3) Sustainable teaching excellence relies fundamentally on teachers’ professional passion, sustained through a virtuous cycle of high-quality instructional engagement and external validation (including positive student feedback, institutional recognition, and peer collaboration). Universities must establish comprehensive support systems—including (a) fostering a supportive and flexible learning atmosphere, (b) reforming evaluation mechanisms, and (c) facilitating interdisciplinary collaboration through teaching development communities—to institutionalize this developmental ecosystem. Full article

This study investigates the relationship between the dynamic capabilities of university administration and students’ awareness of artificial intelligence (AI) tools within a higher education context. Drawing on data from 139 students at the College of Education, Sultan Qaboos University, the research employed two validated instruments, one measuring the dynamic capabilities of university administration and another assessing students’ awareness and perception of AI tool use. Understanding this relationship is critical, as universities increasingly face pressure to guide responsible and effective AI use among students. Findings reveal significant correlations between the university administration’s dynamic capabilities, particularly technological agility, and students’ engagement with AI tools. Notably, technological dynamic capabilities within the administration significantly predicted two specific dimensions of student awareness: effectiveness of using AI tools and perceived faculty members’ efficiency in AI. These results highlight the critical role of institutional leadership in promoting equitable and sustainable integration of AI in education. The study contributes to the broader discourse on AI for sustainable development by illustrating how institutional strategies can enhance innovation, inclusion, and student readiness in support of SDG 4. Full article

In the globalizing world, raising individuals equipped with 21st-century skills is very important for the economic development of countries. Educational practices that support 21st-century skills are also gaining importance. In this context, STEM education, an interdisciplinary educational practice that develops 21st-century skills, emerges. STEM education aims to contribute to sustainable development by training individuals equipped with 21st-century skills and competencies. In a globalizing world, countries must set sustainable development goals to gain a foothold in the global market. In today’s world, where artificial intelligence also shows itself in every area of human life, it is possible to discuss the importance of artificial intelligence-supported STEM education. This study aims to reveal the educational needs of primary school teachers regarding artificial intelligence-supported STEM education. The study was conducted according to the phenomenological design, and the data were collected using a semi-structured interview form and literature review techniques. The thematic analysis method was used in the analysis of the data. According to the research results obtained from the findings of the study, teachers need training on 21st-century skills, interdisciplinary thinking, technology integration into courses, and artificial intelligence practices in courses to develop their knowledge and skills in the context of artificial intelligence-supported STEM education. Full article

Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article

Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem. Full article

Early childhood forest and nature education plays a vital role in shaping values and promoting sustainability throughout life. Conceptualized in Denmark, forest and nature childcare groups have been established in Austria for over 20 years, contributing to mental well-being and supporting both Education for Sustainable Development (ESD) and Early Childhood Education and Care (ECEC). With increasing demand for childcare and a growing disconnect from nature—factors linked to physical and mental health challenges—there is a pressing need to expand these groups and integrate them into formal legal frameworks. This study examines the organization, staffing, infrastructure, risk prevention, and hygiene of 79 Austrian forest and nature kindergarten groups, identifying key areas of improvement to ensure safe access for all children, including those in public childcare. A semi-standardized online survey of 72 groups was analyzed using descriptive and statistical methods, including a Spearman correlation, Kruskal–Wallis test, Chi-square test, and ANOVA. Results revealed three main infrastructure types—house, container/trailer, and tipi—with houses offering the most comprehensive facilities. The ANOVA indicated significant effects of sponsorship type (p < 0.01), caregiver numbers (p < 0.001), and their interaction (p < 0.05) on half-day care costs. Currently, legal frameworks exist only in Tyrol and Salzburg. Broader access requires standardized infrastructure and risk assessment guidelines, collaboratively developed with stakeholders, to ensure safety and inclusivity in Austrian forest and nature childcare groups. Full article

This paper presents a novel, multi-stage modelling approach for integrating Generative AI (GenAI) tools into design-based STEM education, promoting sustainability and 21st-century problem-solving skills. The proposed methodology includes (i) a conceptual model that defines structural aspects of the domain at a high abstraction level; (ii) a contextual model for defining the internal context; (iii) a GenAI-based model for solving the STEM task, which consists of a generic model for integrating GenAI tools into STEM-driven education and a process model, presenting learning/design processes using those tools. A case study involving the design of an autonomous folkrace robot illustrates the implementation of the approach. Based on Likert-scale evaluations, quantitative results demonstrate a significant impact of GenAI tools in enhancing critical thinking, conceptual understanding, creativity, and engineering practices, particularly during the prototyping and testing phases. This paper concludes that the structured integration of GenAI tools supports personalized, inquiry-based, and sustainable STEM education, while also raising new challenges in prompt engineering and ethical use. This approach provides educators with a systematic pathway for leveraging AI to develop STEM-based skills essential for future sustainable development. Full article

Sustainability has emerged as a prominent concern globally, extending its influence into various domains, including education. It is recognized as of utmost importance to address global environmental challenges. However, there is a critical gap in the perception of innovative teaching strategies, i.e., interdisciplinary collaboration, experiential learning, and targeted approaches, to improve sustainability literacy and its applications. This review analyzes existing environmental and sustainability education frameworks and approaches to determine desired learning outcomes and challenges associated with sustainability education. Also, it explores and identifies concepts, theories, and assumptions found within the literature review, promoting sustainability integration within engineering education. The review was conducted to facilitate the development and improvement of sustainability education within the Architectural Engineering discipline, a field known for emphasizing educational innovation and technical excellence. By synthesizing existing ideas related to sustainability and sustainable development, this work aims to guide curriculum designers and educators in fostering sustainability competencies among engineering students within the built environment. Full article

Background: This study explores the potential of outdoor physical activity (OPA) to support physical, mental, and social health, while contributing to the One Health strategy. Methods: Based on Eurobarometer 97.3 data, 570 physically active individuals were compared by activity setting using descriptive statistics, chi-square tests with odds ratios, and the Mann–Whitney U test. Results: The analysis reveals that OPA is often driven by personal beliefs and a strong connection to nature, yet participants may overlook their environmental and social impact. Conclusions: The findings underscore the need for intersectoral cooperation and civic education to realise OPA’s role in promoting health, inclusion, and sustainability. Full article

The growing integration of technology in education has heightened awareness of global risks, such as the spread of disinformation. This awareness is vital for fostering the well-being of individuals, especially teenagers, by promoting critical thinking and responsible digital practices. By cultivating these skills, sustainable education empowers individuals to identify potential threats, protect themselves, and advocate for informed, positive change. As part of a European project, this study aims to analyze the current level of awareness among secondary school students (12 to 17) and their teachers. Differences between both are analyzed in how they deal with disinformation in terms of (1) perceptions, (2) feelings and practices, and (3) knowledge and management. A quantitative approach was adopted for this study, which surveyed 1186 minors and 166 teachers. The analysis was based on non-parametric statistics; the Mann–Whitney U statistic was applied as the appropriate measure for comparing independent samples (teachers and students) with a non-normal distribution (p < 0.05). The results were surprising in that they highlighted that minors were more expert than expected in their use of technology and their awareness of the risks of disinformation. These conclusions make it clear that technological tools have the potential to raise awareness of the dangers of disinformation and improve the sustainability of education. Full article

In the increasingly competitive landscape of higher education, student satisfaction and loyalty are recognized as essential components for institutional sustainability and long-term success. This study aims to examine the interrelationships between service quality, technological innovation, student satisfaction, and student loyalty within higher education institutions in the Turkish Republic of Northern Cyprus (TRNC). Grounded in relationship marketing theory and the expectancy–disconfirmation paradigm, the research develops and tests a structural model that investigates the impact of perceived service quality on technological innovation, student satisfaction, and loyalty. The data were collected from 448 undergraduate students studying in the faculties of education at five leading private universities in TRNC, selected based on their international academic rankings. The analysis, conducted using structural equation modelling (SEM), reveals that service quality significantly and directly influences technological innovation, student satisfaction, and student loyalty. Additionally, technological innovation has a positive but comparatively weaker effect on student loyalty. Among the variables, student satisfaction emerges as the strongest determinant of loyalty, serving as a key mediator in the relationship between service quality and loyalty. This research contributes to the higher education literature by extending the traditional service quality–loyalty framework with the inclusion of technological innovation. The findings offer practical insights for university administrators, emphasizing the importance of delivering high-quality educational services combined with continuous digital innovation to enhance the student experience and foster long-term student commitment. Full article

The sustainable development of higher education exhibits a strong and measurable association with the level of regional innovation capacity. Drawing on panel data covering 31 provincial-level administrative regions in China from 2010 to 2022, we construct evaluation frameworks for both higher education and regional innovation capacity using the entropy weight method. These are complemented by kernel density estimation, spatial autocorrelation analysis, Dagum Gini coefficient decomposition, and the Obstacle Degree Model. Together, these tools enable a comprehensive investigation into the spatiotemporal evolution and driving mechanisms of coupling coordination dynamics between the two systems. The results indicate the following: (1) Both higher education and regional innovation capacity indices exhibit steady growth, accompanied by a clear temporal gradient differentiation. (2) The coupling coordination degree shows an overall upward trend, with significant inter-regional disparities, notably “higher in the east and low in the west”. (3) The spatial distribution of the coupling coordination degree reveals positive spatial autocorrelation, with provinces exhibiting similar levels tending to form spatial clusters, most commonly of the low–low or high–high type. (4) The spatial heterogeneity is pronounced, with inter-regional differences driving overall imbalance. (5) Key obstacles hindering regional innovation include inadequate R&D investment, limited trade openness, and weak technological development. In higher education sectors, limitations stem from insufficient social service benefits and efficiency of flow. This study recommends promoting the synchronized advancement of higher education and regional innovation through region-specific development strategies, strengthening institutional infrastructure, and accurately identifying and addressing key barriers. These efforts are essential to fostering high-quality, coordinated regional development. Full article

The Sustainable Development Goals (SDGs), launched by the United Nations in 2015, outline 17 interconnected objectives designed to promote human well-being and sustainable development worldwide. Education is recognized by the United Nations as a key factor in promoting sustainable development. To cultivate students with both global perspectives and local engagement, it is essential to integrate sustainability education into elementary curricula. Accordingly, this study aimed to enhance elementary school students’ understanding of the SDGs by designing a structured instructional activity and developing a hybrid digital-physical board game. The game was implemented as a supplementary review tool to traditional classroom teaching, leveraging the motivational and knowledge-retention benefits of physical board games while incorporating digital features to support learning process monitoring. To address the limitations of conventional review approaches—such as reduced student engagement and increased cognitive load—the instructional model incorporated the board game during review sessions following formal instruction. This was intended to maintain student attention and reduce unnecessary cognitive effort, thereby supporting learning in sustainability-related content. A quasi-experimental design was employed to evaluate the effectiveness of the instructional intervention and the board game system, focusing on three outcome variables: learning motivation, cognitive load, and learning achievement. The results indicated that students in the game-based Sustainable Development Goals group achieved significantly higher delayed posttest scores (M = 72.91, SD = 15.17) than the traditional review group (M = 61.30, SD = 22.82; p < 0.05). In addition, they reported significantly higher learning motivation (M = 4.40, SD = 0.64) compared to the traditional group (M = 3.99, SD = 0.69; p < 0.05) and lower cognitive load (M = 1.84, SD = 1.39) compared to the traditional group (M = 2.66, SD = 1.30; p < 0.05), suggesting that the proposed approach effectively supported student learning in sustainability education at the elementary level. Full article