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Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Health, Well-Being and Sustainability".

Deadline for manuscript submissions: closed (31 July 2024) | Viewed by 14860

Special Issue Editors

Dr. Alberto Ferriz-Valero

E-Mail Website
Guest Editor
Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain
Interests: physical education; model based practiced; gamification; flipped classroom; didactic; new pedagogy
Special Issues, Collections and Topics in MDPI journals
Dr. Salvador Baena-Morales

E-Mail Website
Guest Editor
Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain
Interests: physical education; education for sustainable development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The health of our planet is in danger and human beings have the keys to reverse this situation. Global warming [1] or the socioeconomic crisis, accentuated by the COVID-19 pandemic [2], are just some of the most obvious signs of the imbalances faced by humanity as a whole. The United Nations Organization proposed, in 2015, the 17 Sustainable Development Goals (SDGs) [3] as a strategy to promote the well-being of all people and highlighted the essential role of education in this task [4]. Echoing this, this Special Issue is open to receive papers that put forward educational proposals to contribute to the improvement of the dimensions of Sustainable Development (environmental, social and economic). Research that adopts interdisciplinary approaches and focuses on different educational stages (Pre-school, Primary, Secondary, and Higher Education) will be of special interest. It will be important that the studies propose learning experiences, the development of skills in students and teachers, as well as new strategies and formulas to contribute to sustainable development from the educational field. The relationship between the specific goals of the SDGs and some of the three dimensions of sustainable development will be assessed.

References 

  1. IPCC Sixth Assessment Report (First draft). Available online: https://www.ipcc.ch/site/assets/uploads/2022/02/AR6_Factsheet_2022_February.pdf (accessed on 11 May 2022).
  2. Clouston, S.A.P.; Natale, G.; Link, B.G. Socioeconomic inequalities in the spread of coronavirus-19 in the United States: A examination of the emergence of social inequalities. Soc. Sci. Med. 2021, 268, doi:10.1016/j.socscimed.2020.113554.
  3. United Nations General Assembly. Transforming Our World: The 2030 Agenda for Sustainable Development. Available online: https://sustainabledevelopment.un.org/post2015/transformingourworld/publication (accessed on 11 May 2022)
  4. Rieckmann, M.; Mindt, L.; Gardiner, S. Education for Sustainable Development Goals Learning Objectives. Available online: https://unesdoc.unesco.org/ark:/48223/pf0000247444 (accessed on 11 May 2022).

You may choose our Joint Special Issue in IJERPH.

Dr. Alberto Ferriz-Valero
Dr. Salvador Baena
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 for sustainable development
  • health
  • sustainable development goals
  • environment
  • public health
  • competencies for sustainable development
  • economic development
  • higher education
  • curriculum
  • active methodology
  • teaching innovation

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Published Papers (6 papers)

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Research

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22 pages, 915 KiB  
Article
“We Don’t Always Have to Be Talking about It”: Moral Reasoning in US Early Childhood Education for Sustainable Development
by Shannon Audley, Julia L. Ginsburg and Cami Furlong
Sustainability 2024, 16(17), 7774; https://doi.org/10.3390/su16177774 - 6 Sep 2024
Viewed by 936
Abstract
The climate crisis is both an environmental and moral issue. The United Nations’ (UN) Sustainable Development Goals (SDGs) provide a framework for a global response to systematically challenge the world’s reactions to the climate crisis, making sustainable education for all a priority. For [...] Read more.
The climate crisis is both an environmental and moral issue. The United Nations’ (UN) Sustainable Development Goals (SDGs) provide a framework for a global response to systematically challenge the world’s reactions to the climate crisis, making sustainable education for all a priority. For such sustainability education to be effective, it should engage children in early childhood in, about, and for the environment, emphasizing the moral ramifications of climate equity and justice. We investigated in what ways 19 United States (US) nature-based early childhood educators focused their sustainability education (ECEfS) in, about, and for the environment. The types of activities that engaged about and for experiences were related to the moral principles of welfare, harm reduction, resource allocation, and equality, as well as teachers’ reasoning about these experiences with children. Our findings suggest that educators’ curricula and activities reflect potential moral issues related to sustainable development. However, educators did not engage children in moral reasoning about these issues. A possible explanation is US teachers’ beliefs about developmental practice and children’s capabilities leading them to rarely engage in moral reasoning about sustainability issues instead of scaffolding children to develop personal psychological resources, thereby supporting the SDG for sustainable education. Full article
(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)
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16 pages, 1305 KiB  
Article
Only the Friendly Face? The Consequences of Consumer Education for Green Consumerism in Remanufacturing
by Lin Sun and Qixiang Yuan
Sustainability 2024, 16(17), 7411; https://doi.org/10.3390/su16177411 - 28 Aug 2024
Viewed by 598
Abstract
Empirical studies suggest that investing in consumer education on green consumption not only naturally induces environmental sustainability but also yields various economic benefits for the original equipment manufacturers (OEMs). However, as far as we know, these studies overlook the potential cannibalization of new [...] Read more.
Empirical studies suggest that investing in consumer education on green consumption not only naturally induces environmental sustainability but also yields various economic benefits for the original equipment manufacturers (OEMs). However, as far as we know, these studies overlook the potential cannibalization of new product sales. By developing a theoretical model that involves consumer education on green consumption when choosing between in-house or outsourcing remanufacturing, we find that if allowing the flexibility of remanufacturing outsourcing, consumer education on green consumption introduces opportunities for opportunistic behaviors that can compromise both profitability and environmental objectives. Specifically, when OEMs engage in remanufacturing, either in-house or through outsourcing, we observe that the incentive to invest in consumer education on green consumption is greater for in-house remanufacturing compared to outsourcing. This heightened incentive for consumer education enables OEMs to maintain higher profits under remanufacturing in-house, which results in a threat to environmental sustainability. Full article
(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)
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11 pages, 595 KiB  
Article
Environmental and Psychosocial Barriers to Active Commuting to University in a Spanish University Community
by Isabel María Martín-López, Olalla García-Taibo, Antoni Aguiló Pons and Pere Antoni Borràs Rotger
Sustainability 2024, 16(5), 1796; https://doi.org/10.3390/su16051796 - 22 Feb 2024
Viewed by 900
Abstract
(1) Background: Climate change and a sedentary lifestyle have been associated with negative effects on global health and sustainable development. Active commuting (AC) represents an important solution for mitigating global warming and improving health. Thus, policies that encourage this behavior could have an [...] Read more.
(1) Background: Climate change and a sedentary lifestyle have been associated with negative effects on global health and sustainable development. Active commuting (AC) represents an important solution for mitigating global warming and improving health. Thus, policies that encourage this behavior could have an impact on health and sustainability. Therefore, the aims of this study were (a) to describe the mode of commuting in university staff and students; (b) to analyze the influences of this behavior; and (c) to compare perceived barriers by mode of commuting. (2) Methods: A cross-sectional study with a descriptive design was conducted. In total, 384 university community members (79.4% students and 20.6% staff) were recruited via non-probability sampling and completed an online questionnaire. Mode of commuting, sociodemographic data, and perceived barriers were analyzed. (3) Results: Most of the sample commuted passively to university. This behavior was significantly higher in those who those lived in rural residences and a distance more than 15 km from the university, owned one vehicle, perceived higher psychosocial and environmental barriers, and were women. (4) Conclusions: Universities play a key role in health promotion and sustainable development. Therefore, they should design specific measures according to their characteristics, and barriers. Full article
(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)
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12 pages, 619 KiB  
Article
Can Unveiling the Relationship between Nutritional Literacy and Sustainable Eating Behaviors Survive Our Future?
by Hande Mortaş, Semra Navruz-Varlı, Merve Esra Çıtar-Dazıroğlu and Saniye Bilici
Sustainability 2023, 15(18), 13925; https://doi.org/10.3390/su151813925 - 19 Sep 2023
Cited by 4 | Viewed by 2181
Abstract
The primary objective of this study was to explore the relationship between food and nutrition literacy and sustainable, healthy eating behaviors among young adults. This cross-sectional study took place in Ankara, the capital city of Turkey, involving 500 participants (265 females, 235 males) [...] Read more.
The primary objective of this study was to explore the relationship between food and nutrition literacy and sustainable, healthy eating behaviors among young adults. This cross-sectional study took place in Ankara, the capital city of Turkey, involving 500 participants (265 females, 235 males) whose average age was 22.6 ± 3.97 years. A questionnaire was administered through face-to-face interviews, covering three sections: (1) general information, (2) the food and nutrition literacy instrument (FNLI), and (3) the sustainable and healthy eating behaviors scale (SHEBS). The females exhibited a higher FNLI score (94.8 ± 10.9) compared with the males (89.9 ± 13.1), with a statistically significant difference (p < 0.001). Statistically significant differences were observed in the mean SHEBS scores for the FNLI behavior sub-dimension among all three categories: inadequate (106.6 ± 32.7), limited (125.5 ± 23.6), and excellent (147.5 ± 28.8) (p < 0.05). The significant correlations of the FNLI score with various factors, including seasonal foods (0.163-unit increase per unit), avoidance of food waste (0.312-unit increase per unit), reduction in meat consumption (0.750-unit increase per unit), and education status (1.399-unit increase per unit) (p < 0.001) was revealed in the study. Based on the findings from this study, we can plan to promote sustainable resource utilization by developing educational materials in the field of nutrition. Full article
(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)
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15 pages, 939 KiB  
Article
Step by Step towards a Greener Future: The Role of Plogging in Educating Tomorrow’s Citizens
by Carlos Martínez-Mirambell, Salvador Boned-Gómez, Mayra Urrea-Solano and Salvador Baena-Morales
Sustainability 2023, 15(18), 13558; https://doi.org/10.3390/su151813558 - 11 Sep 2023
Cited by 3 | Viewed by 2360
Abstract
The climate crisis remains a paramount challenge that contemporary society and forthcoming generations will grapple with. The significance of instilling sustainability awareness during formative years, particularly during adolescence, is underscored due to the potential for personality consolidation during this phase. In the educational [...] Read more.
The climate crisis remains a paramount challenge that contemporary society and forthcoming generations will grapple with. The significance of instilling sustainability awareness during formative years, particularly during adolescence, is underscored due to the potential for personality consolidation during this phase. In the educational context, physical education emerges as a valuable avenue to further the cause of a sustainable world by fostering student competencies across the three dimensions of sustainable development. Within this domain, activities such as plogging—an outdoor exercise that intertwines physical activity with litter collection—directly enhance environmental quality. However, a discernible gap exists in previous literature regarding high school students’ perspectives on this practice. Thus, this research aimed to integrate a plogging intervention within physical education lessons to assess student perceptions of this innovative activity. A cohort of 28 secondary school students (16 females and 12 males aged 15 ± 1.2 years) participated in this qualitative study. Semi-structured interviews consisting of nine questions were deployed to elicit narratives pertaining to their plogging experiences within an educational setting. Over four sessions, an active methodology rooted in plogging was employed, culminating in a hands-on excursion in a natural environment. The findings were bifurcated into two categories. The first pertained to reflections on the didactic experience, encapsulating its immediate impact and prospective implications. The second category offered a critical evaluation of plogging, underscoring predominantly affirmative views, especially those highlighting environmental benefits. Responses revealed high acceptance levels for plogging, a heightened awareness of littering, and a recognition of the tangible environmental benefits of such activities. For a sustainable future, it is imperative for adults to possess and impart profound environmental consciousness to younger generations. These insights can potentially catalyze further research on the integration of sustainability in physical education and the role of plogging as an instrumental classroom tool. Full article
(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)
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Review

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16 pages, 641 KiB  
Review
Impact of Extracurricular Physical Activity on Achievement of the Sustainable Development Goals and Academic Performance: Mediating Cognitive, Psychological, and Social Factors
by Jorge Zarazaga-Peláez, Valentina Barrachina, Alejandra Gutiérrez-Logroño, Oscar Villanueva-Guerrero, Alberto Roso-Moliner and Elena Mainer-Pardos
Sustainability 2024, 16(16), 7238; https://doi.org/10.3390/su16167238 - 22 Aug 2024
Viewed by 6878
Abstract
Physical activity has been recognized as an essential element for the health and well-being of children and adolescents. Therefore, this systematic review delves into the study of the relationship between extracurricular physical activity (PA) academic achievement (AA), and its alignment with the Sustainable [...] Read more.
Physical activity has been recognized as an essential element for the health and well-being of children and adolescents. Therefore, this systematic review delves into the study of the relationship between extracurricular physical activity (PA) academic achievement (AA), and its alignment with the Sustainable Development Goals (SDGs) among students aged 3–16 years. This systematic review was guided by adhering to PRISMA guidelines. The review included studies that evaluated PA as an independent variable and its impact on academic performance (AP) through mediation models, structural equations, and multiple regression analyses. The key mediators identified between PA and AA include cognitive function, psychological well-being, and social factors. Cognitive self-regulation, attention, memory, self-efficacy, and self-esteem are key mediators between PA and AA as well as sleep patterns and a healthy lifestyle. In conclusion, extracurricular PA significantly influenced AA, and its influence was mediated by various cognitive, psychological, and social factors. These results support the inclusion and promotion of PA in educational settings, which aligns with the Sustainable Development Goals by improving AA and overall student well-being. Full article
(This article belongs to the Special Issue Educating for Environmental, Social and Economic Health: The Role of Education for Sustainable Development)
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