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Sustainability
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Sustainable Teaching Strategies and Developing Assessments in Global Education
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Sustainable Teaching Strategies and Developing Assessments in Global Education

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

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 6142

Special Issue Editors

Prof. Dr. Jesus Garcia Laborda

E-Mail Website
Guest Editor
Instituto Franklin, Universidad de Alcala, Alcalá de Henares, Spain
Interests: foreign languages; teacher education; language assessment; technology in education
Prof. Dr. Huseyin Uzunboylu

E-Mail Website
Guest Editor
1. Department of Educational Sciences, Near East University, Nicosia, Cyprus
2. Higher Education Planning, Supervision, Accreditation and Coordination Board, Lefkosa, Cyprus
Interests: distance education; collaborative learning; flipped learning; inclusive education; hybrid learning; online learning; curriculum and instruction; new learning environments

Special Issue Information

Dear Colleagues,

Considering developments in education in recent years, numerous innovative strategies and methodologies are currently in use, and new paradigms are continuously emerging in learning and teaching. It is claimed that most work well, but too often the success of these strategies and assessments are based on small case studies with limited practicality towards a real international audience. In that sense, research results are still needed to give definitive answers about sustainable methodologies, teaching strategies and assessments. Therefore, in this Special Issue, articles that are original, scientific and that pay attention to ethical sustainable values and practices will be welcome.

This Special Issue aims to cover the current sustainable teaching strategies and developing assessments in global education.

Potential topics include, but are not limited to:

  • New learning methods and technologies;
  • Collaborative learning;
  • Changing student expectations and needs;
  • ODS in education;
  • Artificial intelligence applications for sustainable education;
  • Training of teachers for women’s rights;
  • Equity in education and assessment;
  • Applications that develop critical thinking skills;
  • Applications that develop emotional intelligence skills;
  • Teaching professions and globalization;
  • Foreign language learning;
  • Special education awareness
  • Innovative practices in the teaching of disciplines for sustainable education;
  • Online learning and technology for sustainable education;
  • New trends in instructional technology;
  • Online assessment and testing;
  • Problems and issues from K1 to K12 education;
  • Globalization in higher education;
  • Sustainable psychological counseling and guidance;
  • Contemporary managements and accreditations for sustainable education.

We look forward to receiving your contributions.

Prof. Dr. Jesus Garcia Laborda
Prof. Dr. Huseyin Uzunboylu
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

  • education
  • sustainability
  • assessment
  • strategies
  • social empowerment
  • globalization
  • new learning environments
  • standardization
  • accreditations

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (3 papers)

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Research

29 pages, 351 KiB  
Article
The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program
by Afaf Baabdullah, Hayat Alajlan and Reem Alebaikan
Sustainability 2024, 16(4), 1473; https://doi.org/10.3390/su16041473 - 9 Feb 2024
Viewed by 1617
Abstract
This research aimed to investigate the perceptions and experiences of in-service teachers participating in a professional development (PD) program focused on computer science (CS). The main research question explored the teachers’ perceptions of their experience in the CSPD program, while sub-research questions examined [...] Read more.
This research aimed to investigate the perceptions and experiences of in-service teachers participating in a professional development (PD) program focused on computer science (CS). The main research question explored the teachers’ perceptions of their experience in the CSPD program, while sub-research questions examined the challenges encountered and the program’s impact on their capacities to teach CS in elementary schools. The study adopted an interpretivist paradigm and employed a qualitative research approach to understand the subjective meanings and hidden factors underlying teachers’ experiences. Data collection involved observations, reflection essays, and a semi-structured focus group interview. The data analysis was guided by the community of practice elements. The findings revealed prerequisite challenges faced by the teachers, such as the need to develop self-directed learning and research skills. Additionally, the PD program was found to enhance teachers’ knowledge, skills, and confidence in teaching CS. It also fostered changes in their beliefs and self-efficacy. Challenges in the pre-implementation and implementation stages were also revealed, including conflicting perspectives, limited supervisor support, and passive learning and teaching. These findings provide valuable insights that can contribute to the design of effective PD initiatives in CS education and promote sustainable education practices. Full article
(This article belongs to the Special Issue Sustainable Teaching Strategies and Developing Assessments in Global Education)
20 pages, 517 KiB  
Article
The Effect of the Flipped Learning Approach on Engineering Students’ Technology Acceptance and Self-Directed Learning Perception
by Blerta Prevalla Etemi, Huseyin Uzunboylu, Shpetim Latifi and Ulzharkyn Abdigapbarova
Sustainability 2024, 16(2), 774; https://doi.org/10.3390/su16020774 - 16 Jan 2024
Cited by 2 | Viewed by 1808
Abstract
The contemporary landscape of education is witnessing a paradigm shift toward innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students’ perception and acceptance throughout [...] Read more.
The contemporary landscape of education is witnessing a paradigm shift toward innovative instructional methods, with the flipped learning approach gaining considerable attention. The purpose of this research was to investigate the impact of the flipped learning approach on students’ perception and acceptance throughout an entire semester in the ‘Introduction to Programming with Java’ course. The research utilized a research design with a quantitative approach, ultimately aiming to inform educational practice and advance our knowledge of innovative teaching methods in higher education. This study was conducted at a university with 174 students involved, divided into two groups: 87 students in the experimental group and 87 students in the control group. The data collected through the scales were analyzed by using descriptive and inferential statistical analysis techniques in statistical software. At the end of the measurements, the technology acceptance level and self-directed learning perceptions of engineering students who received education with flipped learning were high. The results suggest that educators should consider students’ readiness for self-directed learning when implementing the flipped learning approach and focus on creating an environment that supports their autonomy and engagement. This research offers valuable guidance for instructors, curriculum designers, and educational policymakers seeking to enhance the effectiveness of flipped learning in higher education courses. Full article
(This article belongs to the Special Issue Sustainable Teaching Strategies and Developing Assessments in Global Education)
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23 pages, 315 KiB  
Article
The Implementation of a Sustainable Online Course for the Development of Digital Citizenship Skills in Higher Education
by Erkan Bal and Umut Akcil
Sustainability 2024, 16(1), 445; https://doi.org/10.3390/su16010445 - 4 Jan 2024
Cited by 3 | Viewed by 1951
Abstract
This study aims to develop and evaluate the effectiveness of a digital citizenship curriculum developed using online teaching for undergraduate students. For this purpose, answers were sought to the following general research questions: “How are students performing their digital citizenship skills?”, “What is [...] Read more.
This study aims to develop and evaluate the effectiveness of a digital citizenship curriculum developed using online teaching for undergraduate students. For this purpose, answers were sought to the following general research questions: “How are students performing their digital citizenship skills?”, “What is the efficiency level of the developed digital citizenship curriculum?”, “What are the students’ self-evaluations during the implementation process of the developed digital citizenship curriculum?” and “What are student opinions about the implemented digital citizenship course?”. A “parallel-simultaneous design”, one of the mixed research methods, was used in this research. The content of the curriculum was determined within the framework of a needs analysis consisting of university students and field experts, and a document review. A quasi-experimental design method was used to implement the programme. A total of 39 teacher candidates, registered in the spring semester of the 2022 academic year, participated in the experimental process. A Moodle learning management system was used as the teaching environment. Participants’ digital citizenship behaviours and attitude levels were measured before and after the experimental application. It was observed that there was a significant (positive) difference between the pre-test and post-test average scores in favour of the post-test scores, and the effect value of this difference was high. It turned out that the teacher candidates’ opinions on the effectiveness of the online digital citizenship programme were positive. It is understood that the digital citizenship teaching curriculum developed for higher education can be used sustainably for similar university student groups as in this study. However, it is anticipated that the developed programme can be updated along with technological evolutions. Full article
(This article belongs to the Special Issue Sustainable Teaching Strategies and Developing Assessments in Global Education)
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