Topic Editors

Department of Sociology, Faculty of Social and Human Sciences, University of the Azores, 9500-321 Ponta Delgada, Portugal
Business Management and Sociology Department, University of Extremadura, 10071 Cáceres, Spain
Faculty of Applied Sciences, WSB University, 41-300 Dabrowa Gornicza, Poland

Education for Sustainable Digital Societies

Abstract submission deadline
6 April 2027
Manuscript submission deadline
6 June 2027
Viewed by
805

Topic Information

Dear Colleagues,

This topic aims to contribute to a deeper understanding of societies in which the digital dimension is increasingly present and shapes social processes. Within this digitalisation, virtual worlds offer great opportunities and potential in many areas, such as education and sustainability, but also have unimaginable consequences with new implications, namely the (re)production of old and new inequalities. Education in digital times has a key role to play in understanding and promoting sustainability. This Topic focuses on the importance of a broader understanding of digitalisation in the field of education. Awareness and participation in the digital world requires active sense-making and existence in a world that consists of both a digital and a physical world. The digital world creates an ethical and aesthetic attachment to society and empowers people to understand and question the choices and motivations behind current digital structures. It is therefore a relevant approach to shaping the future of a digital society. This approach should promote inclusion and social integration by helping citizens to develop the skills they need to access, record, edit, publish, and share online content in an autonomous, informed, and responsible way in a sustainable world. There are several key factors for promoting necessary changes in education, and there is also a need to develop appropriate proposals for action, among which we highlight the following: strategic management, universal access to technology, continuous teacher training, and the evaluation and monitoring of policies and actions aimed at achieving digital inclusion and social cohesion. In order to achieve this goal, this Topic aims to promote heuristic insights in an interdisciplinary way, focusing on social and cultural dimensions, through the publication of manuscripts of different types, such as empirical research articles, theoretical contributions that problematise central concepts of the topic, or well-founded perspectives.

Dr. Sandro Serpa
Dr. Rafael Robina-Ramírez
Dr. Michal Szyszka
Topic Editors

Keywords

  • digitalisation
  • education
  • sustainability
  • inequalities
  • inclusion
  • social cohesion
  • digital skills

Participating Journals

Journal Name Impact Factor CiteScore Launched Year First Decision (median) APC
Education Sciences
education
2.6 5.5 2011 29.2 Days CHF 1800 Submit
Societies
societies
1.6 3.0 2011 34.4 Days CHF 1400 Submit
Sustainability
sustainability
3.3 7.7 2009 19.3 Days CHF 2400 Submit

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Published Papers (1 paper)

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19 pages, 691 KiB  
Article
Exploring the Associations Between Socioeconomic and Demographic Factors and Literacy in Environmental and Digital Pollution
by Arava Tsoury and Zohar Barnett-Itzhaki
Sustainability 2025, 17(14), 6336; https://doi.org/10.3390/su17146336 - 10 Jul 2025
Viewed by 208
Abstract
The widespread integration of digital technologies into the industry, institutions, and everyday life has introduced environmental challenges known as digital pollution, including the carbon footprint of data centers, energy consumption of digital devices, and electronic waste (e-waste). While general environmental education is extensively [...] Read more.
The widespread integration of digital technologies into the industry, institutions, and everyday life has introduced environmental challenges known as digital pollution, including the carbon footprint of data centers, energy consumption of digital devices, and electronic waste (e-waste). While general environmental education is extensively studied, public awareness and understanding of digital pollution remain overlooked. This study investigates how demographic factors, including age, education level, income, and occupation, in addition to the perception of environmental knowledge and self-assessed tech-savviness, are associated with environmental and digital pollution literacy. A cross-sectional survey of 300 participants from the UK was conducted, assessing the associations between demographic characteristics, environmental knowledge, and digital pollution awareness. The findings reveal that education level and income are not significantly correlated with literacy scores, whereas age and tech-savviness display meaningful associations with digital pollution literacy. Additionally, general environmental knowledge is positively correlated with digital pollution literacy, suggesting that enhancing environmental literacy may foster a deeper understanding of digital sustainability issues. Notably, a gap emerged between self-reported and actual knowledge, highlighting the need for educational interventions. These findings suggest practical implications for developing targeted educational programs and policies that promote sustainable digital practices and reduce environmental impacts. Full article
(This article belongs to the Topic Education for Sustainable Digital Societies)
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