Submit to Special Issue Submit Abstract to Special Issue Review for Sustainability Propose a Special Issue

Journal Menu

Journal Browser

Sustainability in Higher Education: Curriculum Design and Materials Development

Print Special Issue Flyer
Special Issue Editors
Special Issue Information
Keywords
Benefits of Publishing in a Special Issue
Published Papers

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

Deadline for manuscript submissions: 2 April 2025 | Viewed by 17567

Share This Special Issue

Special Issue Editor

Prof. Dr. Ajda Fošner

E-Mail Website
Guest Editor

Faculty of Management, University of Primorska, 6000 Koper, Slovenia
Interests: sustainability in higher education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

This Special Issue, focusing on sustainability in higher education, aims to illuminate the significance of integrating sustainability principles into higher education curricula and the development of relevant teaching materials.

Sustainability has emerged as a critical research area, addressing the urgent need for sustainable development and environmental stewardship. Higher education institutions play a vital role in equipping students with the knowledge, skills, and values necessary to address complex sustainability challenges. Therefore, this Special Issue aims to explore innovative approaches, best practices, and theoretical frameworks related to curriculum design and materials development in the context of sustainability in higher education.

Aligned with the scope of the journal, we encourage submissions that delve into various themes, including, but not limited to, the following:

Curriculum integration of sustainability principles across disciplines;
Assessment strategies for sustainability learning outcomes;
Innovative pedagogical approaches and experiential learning activities;
Development of teaching materials and resources for sustainability education;
Evaluation and impact assessment of sustainability-focused courses and programs;
Cross-disciplinary collaboration and partnerships for sustainability education;
Institutional strategies and policies supporting sustainability in higher education;
Student engagement and empowerment in sustainability initiatives;
Case studies highlighting successful implementation of sustainability-focused curricula;
Challenges and opportunities in integrating sustainability into higher education settings.

We welcome original research articles and reviews that contribute to the advancement of knowledge in this important research area. We believe that this Special Issue will provide valuable insights and practical guidance for educators, researchers, and policymakers striving to promote sustainability within higher education.

We look forward to receiving your submissions and exploring the diverse perspectives and innovative practices applied in the design of a sustainability curriculum and the development of relevant materials.

Prof. Dr. Ajda Fošner
Guest Editor

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

sustainability
higher education
curriculum design
materials development
cross-disciplinary collaboration
impact assessment
student engagement

Benefits of Publishing in a Special Issue

Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

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

Published Papers (9 papers)

Download All Papers

Order results

Result details

Show export options Show export options

Select all

Export citation of selected articles as:

Research

Jump to: Other

15 pages, 1136 KiB

Open AccessArticle

University Students’ Attitudes and Perceptions towards AI Tools: Implications for Sustainable Educational Practices

by Ajda Fošner

Sustainability 2024, 16(19), 8668; https://doi.org/10.3390/su16198668 - 8 Oct 2024

Viewed by 4962

Abstract

The integration of artificial intelligence (AI) tools in educational settings offers significant opportunities to promote sustainability by transforming learning experiences. This study analyses the usage, attitudes, and perceptions of AI tools among university students in Slovenia providing a comprehensive analysis that informs both academic practices and policy-making with emphasis on sustainability. We used a structured questionnaire with a sample of 422 participants reflecting a diverse demographic profile across various fields of study. The questionnaire was designed to measure the frequency of AI tool usage, the purposes for which these tools are employed, and students’ attitudes and perceptions towards AI’s potential benefits and drawbacks in education. Statistical analyses, including Analysis of Variance (ANOVA), were utilized to test hypotheses concerning differences in AI tool usage based on the level and field of study. Findings reveal that students recognize the efficiency of AI, but express concerns about its impact on learning quality and academic integrity, emphasizing the need for a balanced and responsible integration of AI in education to achieve sustainable outcomes. Results indicated that a majority of students are engaging with AI tools, with varied frequencies of use largely dependent on their field of study and academic level. The findings suggest that while AI tools are becoming an integral part of the educational landscape in Slovenia, there is a critical need to address the educational, ethical, and psychological impacts of these technologies. The results highlight the necessity for further research into the educational implications of AI, suggesting a balanced and sustainable approach to integrating these technologies into higher education curricula. Such an approach ensures that the adoption of AI not only enhances learning outcomes but also aligns with the principles of sustainability, promoting long-term benefits for both education and society. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Figure 1

20 pages, 998 KiB

Open AccessArticle

Competence in Unsustainability Resolution—A New Paradigm

by Angela Dikou

Sustainability 2024, 16(18), 8211; https://doi.org/10.3390/su16188211 - 21 Sep 2024

Viewed by 671

Abstract

Environmental unsustainability in coupled human–nature systems is accumulating. Yet, there is no accreditation requirement for unsustainability resolution competency in higher education. Thus, a new and complete representation of the pedagogy for unsustainability resolution competence has been induced, using what is already available and working. The nature of unsustainability problems points to collaboration and holism attitudes. Resolution requires social skills, namely participation, perspective taking, and the generation of social capital, and cognitive skills, namely project management, knowledge building, and modeling. Resolution is scaffolded in three successive steps during the collaborative process within a systems approach: (i) collapse complexity; (ii) select a path/trajectory; and (iii) operationalize a plan. The hierarchically cumulative abilities toward unsustainability resolution competence are to source data and information about the coupled human–nature system (SEARCH); simplify the dynamics of the human–nature system (SIMULATE); generate and test alternative paths and end points for the coupled human–nature system (STRATEGIZE); chose a favorable path among the available alternatives (SELECT); operationalize the favorable path into a plan (strategy–program–project) with measurable management and policy objectives (IMPLEMENT); and develop criteria/indicators to monitor and adjust when necessary the implementation of the plan toward system goals (STEER). For each one of these learning objectives, the Bloom’s taxonomy and a progression from behaviorist through cognitivist to constructivist tools apply. The development of mastery requires the comparison and contrast of many similar cases with the same unsustainability problem and project-based learning with specific cases for deep learning. In this way, it is the resolutions of unsustainability in human–nature systems that will be accumulating. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Figure 1

13 pages, 2579 KiB

Open AccessArticle

Assessing the Impact of a College Service-Learning Course Focused on the United Nations Sustainable Development Goals

by Anna Krift, Antonella Regueiro, Patrick J. Cooper and Alanna L. Lecher

Sustainability 2024, 16(17), 7637; https://doi.org/10.3390/su16177637 - 3 Sep 2024

Viewed by 1131

Abstract

Liberal arts education in the United States seeks not only to prepare students for a specific career but also to develop well-rounded citizens. As part of the core liberal arts curriculum at Lynn University, all students must complete a service-learning course known as the Citizenship Project. A core component of the course is a student-designed service-learning project executed each year. In 2019, the Citizenship Project was revised to align with the United Nations Sustainable Development Goals (SDGs), ensuring that each project would seek to contribute to one of these goals. The purpose of this study is to examine which SDGs the service-learning projects addressed and summarize how the projects contributed to the SDGs. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Graphical abstract

19 pages, 1912 KiB

Open AccessArticle

Designing and Implementing Sustainable Professional Development Programs: Embodied Curriculum and Instruction for Kindergarten Teachers

by Chia-Fu Chang, Su-Chiao Wu, Yu-Liang Chang and Lancelote Andy Chang

Sustainability 2024, 16(17), 7327; https://doi.org/10.3390/su16177327 - 26 Aug 2024

Viewed by 923

Abstract

Embodied design is a theory-to-practice and pedagogical framework and emphasizes the role of embodied and situated activity. Since embodiment has a powerful impact on young children’s learning, implementing embodied deign in kindergartens is essential and beneficial to their future mathematical learning and performance. Therefore, this qualitative study aimed to develop a professional learning community composed of eight kindergarten teachers and university teacher educators (researchers) and to co-construct a professional development model for curriculum design and instructional implementation of embodied design in mathematics. Accordingly, the main research objectives were to obtain a sustainable professional development model and summarize principles of embodied mathematics curriculum design and strategies for embodied instructional activities, which can be used both in practical settings (i.e., kindergarten and preschool) and early childhood teacher education programs in higher education. Data were gathered through participative observations, including PD meetings and classroom observations, in-depth and follow-up interviews, teachers’ lesson design and reflection notes, and children’s learning profiles, and then were analyzed qualitatively using a descriptive and explanatory approach with replication logic. Based on the data collection and analysis, two major sections of the findings and discussion were included in this report, which were as follows: first, a sustainable “task design professional development model” was generated for collaboratively future improvements of both in-service and pre-service teacher training programs in higher education; second, two principles of embodied mathematics curriculum design and two effective embodied teaching strategies were proposed to promote kindergarten teachers’ professional knowledge and capabilities and their young children’s mathematics learning capabilities. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Figure 1

15 pages, 4398 KiB

Open AccessArticle

Educating Professionals to Develop Nature-Based Solutions (NBS) as Infrastructure for Water Pollution Control: A Course Proposal

by Ismael Vera-Puerto, Hugo Valdés, Luis Laurens-Arredondo, Xaviera López-Cortés, Marco Quiroz, Carmen Hernández-Crespo, Marisol Belmonte, José Luis Campos, Miguel Martín-Monerris, Rosa Miglio, Pascal Molle and Carlos A. Arias

Sustainability 2024, 16(16), 7199; https://doi.org/10.3390/su16167199 - 22 Aug 2024

Viewed by 904

Abstract

The objective of this study was to design a university-level course focused on Nature-Based Solutions (NBS) for water pollution control. The work unfolded in three phases: the initial planning, course delivery, and assessment of learning outcomes. In the planning phase, a set of competencies was outlined using the Developing a Curriculum Method (DACUM), resulting in defined learning outcomes and a structured course outline. Subsequently, the course was conducted over a two-week period, employing a hybrid format including both online and in-person sessions. The assessments of the learning outcomes included one test, an assignment, a satisfaction survey, and the post-course feedback. As a result of the planning phase, four competencies, seven learning outcomes and four course units were defined. The participant cohort encompassed a diverse group of 50 individuals, including undergraduate and postgraduate students, professionals working in industry and institutions, and professors. The assessment of the learning outcomes showed good results. However, issues regarding the mathematical calculations and field-trip experience were noted, suggesting areas for course enhancement. The participants expressed high satisfaction levels across the various course components. Notably, 70% of the participants indicated the application of the acquired knowledge in their professional endeavors. These findings underscore the successful implementation of the course, establishing it as a pioneering university-level program in NBS for water pollution control. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Figure 1

13 pages, 664 KiB

Open AccessArticle

Cultivating Success: Unveiling the Influence of Higher Education Strategies on Information Technology Governance, Academic Excellence, and Career Prospects in Saudi Arabia

by Khaled Alshammari, Murad Thomran, Rayed Alobaid, Mohieddin Grada, Abdulsalam Alquhaif, Ali Saleh Alshebami, Syed Ali Fazal, Hamed M. S. Ahmed and Fahad Al-Anazi

Sustainability 2024, 16(12), 5025; https://doi.org/10.3390/su16125025 - 13 Jun 2024

Cited by 1 | Viewed by 1003

Abstract

The successful implementation of effective data governance in universities is crucial in complementing the massive information technology (IT) developments in higher education institutions globally. Hence, to identify the enablers of IT governance, this study examined the effects of knowledge value, knowledge-oriented culture, and knowledge-sharing process on the integration of IT governance in the curriculum and the latter’s effects on academic performance and perceived employability among university students in Saudi Arabia. We used a cross-sectional approach to collect quantitative data from 280 university students and employed structural equation modelling and partial least squares to conduct the data analysis. Our results confirmed the significant positive effects of knowledge value and the knowledge-sharing process on IT governance, along with a positive significant effect of IT governance on academic performance and perceived employment. Moreover, the results revealed a direct, positive, and significant effect of academic performance on perceived employment, as well as the significant mediating effects of IT governance and academic performance between these two. Apart from extending the relevant literature, this study offers several policy implications. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Figure 1

16 pages, 2124 KiB

Open AccessArticle

Exploring an Interdisciplinary Curriculum in Product and Media Design Education: Knowledge Innovation and Competency Development

by Yi-Fang Kao, Hung-Cheng Chen and Jung-Hua Lo

Sustainability 2023, 15(23), 16369; https://doi.org/10.3390/su152316369 - 28 Nov 2023

Viewed by 1757

Abstract

This study explores the implementation of an interdisciplinary curriculum in product and media design education and its impact on knowledge innovation and competency development. The curriculum is based on scaffolding theory, incorporating design proposals, workshops, digital design, marketing tests, and marketing activities guided by teachers and mentors from a branded ceramic workshop. The research findings demonstrate that the interdisciplinary curriculum facilitates knowledge innovation and fosters the development of students’ professional skills, creativity, and problem-solving skills. The study also highlights the importance of stable scaffolding, including artefact-, peer-, and teacher support, which significantly contributes to cultivating transformational competencies, as outlined in the 2030 OECD Learning Compass. Additionally, the collaboration with Shanshing Four Seasons Celadon Studio on a patented ceramic product, “Funny Monkey”, is a tangible example of the journey towards a triple-helix knowledge economy. This research underscores the importance of interdisciplinary curricula in promoting knowledge innovation and integrating transformational competencies in education. Scaffolding theory provides practical guidance for student learning and teaching strategies, presenting a sustainable roadmap for developing interdisciplinary curricula and offering a concrete and transferable pedagogical prototype for educational innovation. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Figure 1

14 pages, 1256 KiB

Open AccessArticle

Construction of Course Content Integrating Ideas of Engineering Education Accreditation for Higher Education in China: An Example of Geochemistry Course

by Qiao Chen, Huiyong Yin and Jianguo Feng

Sustainability 2023, 15(17), 12709; https://doi.org/10.3390/su151712709 - 22 Aug 2023

Cited by 1 | Viewed by 1385

Abstract

Engineering education accreditation is a developing trend in undergraduate education, which requires students to be aware not only of basic knowledge and techniques, but also of patriotism, global insight, law, ecology and environmental protection. Traditional course content fails to meet these demands. Thus, it is necessary to create new course content with the guidance of engineering education accreditation. The inherent requirements for instructional objectives, course content and teaching models of engineering education accreditation have been analyzed. Additionally, the elements of engineering education accreditation are often welded onto essential knowledge. In this study, mind mapping, which establishes logic through divergent thinking, was proposed to help construct course content integrating ideas of engineering education accreditation. The detailed process and constructed course content were shown, taking a Geochemistry course as an example. The constructed course content has logic and integrity, and also motivates students’ imagination and creativity and improves teaching effectiveness. Meanwhile, some effects observed during the implementation were summarized, including the limited class hours, lack of familiarity with the extracurricular knowledge points, a higher level of independent thinking in students and a higher number of requests made to teachers. Corresponding reformation strategies were proposed, such as exploring the teaching model of “student-oriented, teacher-assistance”, developing case-based and heuristic teaching models and strengthening the building of dual-talented teachers and teaching groups. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Figure 1

Other

Jump to: Research

24 pages, 1052 KiB

Open AccessSystematic Review

A Systematic Review of the Different Methods Assessing Sustainability Integration in Engineering Curricula

by Mantoura Nakad, Linda Gardelle and Rami J. Abboud

Sustainability 2024, 16(11), 4549; https://doi.org/10.3390/su16114549 - 27 May 2024

Viewed by 2071

Abstract

Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and recognizing the pivotal role that engineers play in achieving the sustainable development goals. Therefore, sporadic engineering faculties worldwide have begun acknowledging and assessing issues related to sustainability in their curricula. As several methods have been employed to assess its inclusion, the aim of this paper is to review the various methods used to gauge how sustainability is incorporated in their respective engineering curricula. We carried out a systematic review of the literature regarding sustainability as assessed specifically in engineering curricula using the Scopus and ERIC databases. We applied PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology and, as a result, 30 papers were included. The results produced 14 methods with the articles highlighting existing limitations. Therefore, the authors recommend the combination of at least two of the methods to efficiently evaluate sustainability in engineering curricula. Full article

(This article belongs to the Special Issue Sustainability in Higher Education: Curriculum Design and Materials Development)

► Show Figures

Journal Menu

Journal Browser

Sustainability in Higher Education: Curriculum Design and Materials Development

Share This Special Issue

Special Issue Editor

Special Issue Information

Keywords

Benefits of Publishing in a Special Issue

Published Papers (9 papers)

Research

Other

Further Information

Guidelines

MDPI Initiatives

Follow MDPI