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Digital Competence of Teachers and Students in Sustainable Education

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

Deadline for manuscript submissions: 31 December 2024 | Viewed by 3003

Special Issue Editors


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Guest Editor
Faculty of Wellbeing, Education & Language Studies, The Open University, Milton Keynes MK7 6AA, UK
Interests: science education; technology enhanced learning and teachers' professional development

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Guest Editor
Institute of Education, University of Lisbon (IE-ULisboa), 1649-013 Lisboa, Portugal
Interests: STEM; lesson studies; professional development of physics and chemistry teachers

Special Issue Information

Dear Colleagues,

Promoting digital competence among teachers and students in sustainable education is pivotal for shaping environmentally conscious societies. Several frameworks have emerged to cultivate digital and green competences within the context of sustainability, including GreenComp, CARE-KNOW-DO green skills, RRI Competences, and green skills for action, gender, and empowerment (Wiek et al., 2016; Okada & Sherborne, 2018; Bianchi et al., 2022; Okada & Gray, 2023). Various pedagogical approaches have been employed such as open schooling, inquiry-based science, and inclusive, interconnected, and equitable approaches (Baptista & Martins, 2023; Zaduski et. al, 2023). However, there remains a need for effective methodologies to foster, assess, and master essential competences in sustainable education (Sillat et al., 2021; Fernández-Batanero, 2021; Stopar & Bartol, 2019). The examination of case studies and real-world examples illustrating the utilisation of digital competence to advance sustainability has become crucial.

The demand for green jobs is increasing due to sustainability imperatives, creating a significant skills gap. To bridge this gap, support job opportunities, and maintain economic stability, it is essential to develop green digital skills (Sourgiadaki & Karkalakos, 2023; Deloitte, 2022; Taskforce, 2021; Nikolajenko-Skarbalė et al., 2021). Green digital skills empower individuals to adopt eco-friendly habits, promoting energy efficiency, waste reduction, and a reduced carbon footprint. These skills enable informed choices, which in turn benefit health, well-being, and continuous learning (GOV.UK 2022; European Commission 2020; European Council, 2018). Digital-green-skilled citizens and professionals play a crucial role in environmental preservation and climate change mitigation (Kwauk & Casey, 2022; Holfelder, 2019; Okada & Gray, 2023). Additionally, they advocate sustainable policies, influencing government decisions and corporate behaviour. These skills foster active engagement in environmental discussions, resulting in positive change and accountability (Aikens & McKenzie, 2021; Alliance, 2022; Brundiers et al., 2020).

Objective:

We invite researchers, educators, and practitioners to contribute insights and experiences that will foster discussion on enhancing digital competence in sustainability education. This Special Issue aims to showcase best practices, inform stakeholders at all levels, and bridge theory and practical application.

Key Questions:

  • What competences are crucial for teachers and students to promote economic and social equity through sustainability education?
  • What are the outcomes of effective curriculum design, pedagogy, assessment methods, and technology integration for sustainability education?
  • How does digital education in sustainability prepare individuals with the necessary skills for leadership, justice, and innovation?
  • In what ways do both online and in-person education enhance community digital competences for problem-solving, trust-building, sustainability, and democratic governance?

Scope:

This publication seeks research papers, case studies, and conceptual works exploring the alignment of digital green skills with sustainability practices across all education levels, including early years, primary and secondary schools, vocational training, formal and informal learning, higher education, professional training, and lifelong learning.

We welcome diverse submissions covering, but not limited to, the following topics:

  1. Digital Competences and Sustainability: Investigating the role of digital competences in promoting success among teachers and students;
  2. Governance, Trust, and Democratic Citizenship: Examining the digital and green skills that empower active citizen participation towards Agenda 2030;
  3. Open Schooling with Technology: Exploring how digital tools facilitate collaborative problem solving, critical thinking, and sustainable solutions among educators, experts, students, and their communities;
  4. Data Competence for Sustainability: Exploring how data analysis and visualisation enhance understanding of sustainable development;
  5. Emerging technology competencies such as artificial intelligence, mixed/augmented reality, and the Internet of Everything, with a focus on reliability, privacy, and equity;
  6. Digital Content Co-Creation: Analysing collaborative efforts to create and share digital and open content that advocates for sustainable practices and environmental consciousness.

Join us in advancing the conversation about nurturing digital competence to promote sustainability in education. Your contribution has the potential to shape a landscape of greater digital proficiency and heightened environmental consciousness within society.

Dr. Alexandra Okada
Dr. Mónica Baptista
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

  • digital education
  • sustainability
  • leadership
  • innovation
  • emerging technologies
  • open schooling
  • innovative pedagogies

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Published Papers (2 papers)

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Research

22 pages, 5917 KiB  
Article
Enhancing Teachers’ Self-Efficacy Supported by Coaching in the Content of Open Schooling for Sustainability
by Gabriel Gorghiu, Tony Sherborne, Raquel Kowalski, Laia Vives-Adrián and Silvar Ribeiro
Sustainability 2024, 16(22), 10131; https://doi.org/10.3390/su162210131 - 20 Nov 2024
Viewed by 503
Abstract
Developing teacher self-efficacy can be supported through coaching, a process that guides and supports teachers in enhancing their confidence in teaching and learning skills. This study, part of the CONNECT project funded by the European Union and implemented in various countries, investigates how [...] Read more.
Developing teacher self-efficacy can be supported through coaching, a process that guides and supports teachers in enhancing their confidence in teaching and learning skills. This study, part of the CONNECT project funded by the European Union and implemented in various countries, investigates how coaching improves teacher performance and self-efficacy within the context of open schooling for sustainability. The coaching process underpinned by the CARE-KNOW-DO framework focused on 45 coaches supporting a total of 790 teachers in the UK, Brazil, Romania, and Spain. A multilanguage digital platform provided resources, guidelines, video, and best practices on open schooling integrated with the Sustainable Development Goals for teachers’ educators and teachers. Through a qualitative study analyzing CARE-KNOW-DO practices in one-on-one dialogue-based strategies, collaborative participatory research, webinars, workshops, and professional development courses, our findings reveal both challenges and catalysts in coaching. Key features of the coaching model that boosted teachers’ self-efficacy included working with mixed-ability classes (UK), overcoming curriculum pressure (Spain), and addressing complex teaching challenges (Romania). Pedagogical changes involved the adoption and co-creation of open schooling materials, along with integrating CARE-KNOW-DO principles and the EU DigComp framework for green digital skills. These insights demonstrate that coaching in open schooling environments for sustainability can significantly enhance teachers’ self-efficacy and the quality of open schooling experiences by increasing teachers’ awareness of challenges, strategies, and outcomes, focusing on meaningful practices, enhancing teaching and learning competencies, and fostering collaborative personal development. Full article
(This article belongs to the Special Issue Digital Competence of Teachers and Students in Sustainable Education)
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26 pages, 2484 KiB  
Article
Fostering Transversal Skills through Open Schooling with the CARE-KNOW-DO Framework for Sustainable Education
by Alexandra Okada, Giorgos Panselinas, Mihai Bizoi, Rosina Malagrida and Patricia Lupion Torres
Sustainability 2024, 16(7), 2794; https://doi.org/10.3390/su16072794 - 27 Mar 2024
Cited by 2 | Viewed by 1833
Abstract
This large cross-national study investigates the development of transversal skills in the context of open schooling—an educational approach integrating schools, universities, and communities to address real-world challenges—through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated [...] Read more.
This large cross-national study investigates the development of transversal skills in the context of open schooling—an educational approach integrating schools, universities, and communities to address real-world challenges—through the CARE-KNOW-DO framework. Utilising a mixed-methods approach across five countries, this research employs a novel validated self-report instrument to evaluate the perceptions of 12,074 underserved students concerning their learning experiences in open schooling environments. An exploratory factor analysis enabled us to explore quantitative insight into students’ skill development, while thematic analysis of 20 teachers’ reports contributed qualitative depth. The study identified six critical transversal skills: self-initiative, problem-solving, emotional engagement, scientific citizenship, authentic learning, and future prospects. Significant geographic, gender, and age-related variations were found, with notable disparities in skill perceptions among nonbinary students, indicating the need for more inclusive educational support. All countries showed high levels of perceived transversal skills, with 83% of Greek and 80% of Brazilian students leading, compared to 64% in Romania and the UK, and 62% in Spain. Trends suggest secondary students exhibit stronger global citizenship and authentic learning, although they report less confidence in problem-solving and self-initiative than their primary counterparts. These findings, viewed alongside 12 teaching competencies revealed through thematic analysis, underscore the effectiveness of open schooling, which is underexplored, in fostering key skills and call for pedagogical innovations that integrate real-life issues into the curriculum. The study contributes to Agenda 2030—quality of education by demonstrating the real-world applicability of the CARE-KNOW-DO framework for educational practice and policy towards equity and sustainability. Our comparative analysis of transversal skill development across diverse student populations, as well as teaching competencies, further advances the discourse on improving 21st-century education. Full article
(This article belongs to the Special Issue Digital Competence of Teachers and Students in Sustainable Education)
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