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A topical collection in Sustainability (ISSN 2071-1050). This collection belongs to the section "Sustainable Education and Approaches".

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Editor

Dr. Stamatios Papadakis

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Collection Editor

Department of Preschool Education, Faculty of Education, University of Crete, 741 00 Crete, Greece
Interests: technology-enhanced learning; game-based learning; educational robotics; computational thinking; coding; STEM; machine learning; artificial intelligence
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Topical Collection Information

Dear Colleagues,

Central in environmental education (EE) is education for sustainable development (ESD) as it helps students to build knowledge, skills, attitudes and values which are necessary to ensure a sustainable future for humanity, locally and globally. In recent years, due to the technological innovation various technological tools and services have found application in education. Especially, the education community has recognised that mobile devices and their applications can be used in in environmental education (EE) and education for sustainable development (ESD). Thus, there has been a sharp increase in the access and use of interactive smart screen technologies by students and educators around the globe blurring of the boundaries between formal, non-formal and informal learning. Recent research results highlight the role of mobile devices as additional tools and facilitators in a pedagogical and methodological well-designed learning environment to reach EE and ESD goals, as well as to achieve more self-determined, learner-centered and collaborative learning.

This Topical Collection will comprise a selection of papers presenting original and innovative contributions to the advancement of research in areas related to environmental education, sustainability, pedagogical and methodological well-designed learning environment to reach EE and ESD goals, mobile learning applications (apps), and development of approaches and technologies that will enable step-changes in emerging and future modes of sustainability. Papers selected for this Topical Collection will be subject to a rigorous peer-review process with the aim of rapid and wide dissemination of research results, developments, and applications.

Dr. Stamatios Papadakis
Collection 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 collection 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

environmental education (EE)
sustainable development (ESD)
mobile learning
mobile applications (apps)
new methodological approaches
new technological tools and services
pedagogical orientation
formal and informal settings
educational scenarios
gamification
augment reality
virtual reality
online learning environments
STEM or STEAM opportunities
educational robotics

Published Papers (11 papers)

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2021

Jump to: 2020, 2019

18 pages, 621 KiB

Open AccessReview

Sustaining Education with Mobile Learning for English for Specific Purposes (ESP): A Systematic Review (2012–2021)

by Karmila Rafiqah M. Rafiq, Harwati Hashim and Melor Md Yunus

Sustainability 2021, 13(17), 9768; https://doi.org/10.3390/su13179768 - 31 Aug 2021

Cited by 30 | Viewed by 6018

Abstract

Mobile learning for English Language Teaching (ELT) has become an emerging trend to sustain education, providing the option to learn English for Specific Purposes (ESP). However, the review of mobile learning in ESP is scarce, despite its importance in sustaining education. Thus, this review systematically identifies the trends of mobile learning concerning ESP. Using three databases, namely Web of Science (WoS), Scopus, and Educational Resources Information Centre (ERIC), 28 articles were extracted out of 139, from 2012 to 2021, with exclusion and inclusion criteria taken into consideration. First, the significant findings portrayed that mobile apps are the most commonly used means of mobile learning. Second, vocabulary and language competency is more emphasised in mobile learning for ESP. Third, mobile learning in ESP mostly dominated the business field of studies. These three findings implied that there are still gaps in research on mobile learning and ESP. Generally, this review is valuable for practitioners to know which mobile learning tool is ready to be used and in identifying gaps for research in mobile learning and ESP, to sustain education for the future. Full article

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13 pages, 1373 KiB

Open AccessReview

Use of Mobile Phones in Teaching English in Bangladesh: A Systematic Review (2010–2020)

by Prodhan Mahbub Ibna Seraj, Blanka Klimova and Hadina Habil

Sustainability 2021, 13(10), 5674; https://doi.org/10.3390/su13105674 - 19 May 2021

Cited by 25 | Viewed by 4976

Abstract

The use of mobile devices for English language teaching (ELT) is increasing rapidly all over the world. This review study surveys the empirical research on using mobile phones in ELT published in Scopus and Web of Science indexing journals from 2010 to 2020 in Bangladesh. Out of 103 studies, 11 studies met the criteria of this study to analyze the effects of mobile phones on ELT. The findings show that the major research trends of these studies aim at teachers’ professional development using mobile phones for teaching language. The findings also reveal that the use of mobile phones is effective in ELT through facilitating feasible, ubiquitous, and effective learning environments with some limitations, i.e., an issue with charging, a small screen, affection, and a lack of teacher confidence. Of the studies conducted, 83% have employed a qualitative research design for investigating learners’ readiness and concepts on the use of this device. In addition, there is a lack of empirical studies with the intention to observe and justify the effect of mobile phones on developing learners’ language skills. There is also a lack of evidence describing which mobile applications are effective for developing relevant language skills. Overall, the results of this systematic review might be applicable in the context of similarly developing countries, as well as triggering empirical research in the field of technology-enhanced ELT in these countries. Full article

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17 pages, 299 KiB

Open AccessArticle

Effects of Science Reader Belief and Reading Comprehension on High School Students’ Science Learning via Mobile Devices

by Cheng-Chieh Chang, Liang-Ting Tsai, Chih-Hsuan Chang, Kuo-Chen Chang and Cheng-Fang Su

Sustainability 2021, 13(8), 4319; https://doi.org/10.3390/su13084319 - 13 Apr 2021

Cited by 4 | Viewed by 3498

Abstract

This research examines senior high school students’ earth science learning effects, focusing on the influence of science reading beliefs when employing mobile devices. The revision of the Science Reader Belief Inventory (SRBI) was used to examine the connections for high school students’ personal scientific reading beliefs and reading comprehension of earth science learning effectiveness conditions when using mobile devices to learn. The learning outcome was determined using achievement tests. In this research, 97 students from three classes of first-year high school students were enrolled in an eight-week experimental teaching study followed by an achievement test. The major findings are as follows: (1) High school students’ transaction beliefs were stronger than transmission beliefs. Transaction beliefs were significantly correlated with transmission beliefs. (2) Scientific beliefs may take a long time to change. (3) Whereas traditional reading comprehension strategies seem to have relied more heavily on vocabulary development, in an e-learning environment, students tend to rely on sentence-level parsing to understand scientific texts. This research provides a reference for teachers within learning environments in which information is incorporated into technology instruction, and various learning scenarios are used. Full article

11 pages, 2071 KiB

Open AccessArticle

Looking Deeper: Using the Mobile Microscope to Support Young Children’s Scientific Inquiries

by Pao-Nan Chou and Ping-Jhen Wang

Sustainability 2021, 13(7), 3663; https://doi.org/10.3390/su13073663 - 25 Mar 2021

Cited by 2 | Viewed by 2591

Abstract

This study adopted a quasi-experimental design with the support of qualitative information to investigate the impact of the mobile microscope on students’ science learning outcomes in a laboratory setting. The duration of the educational experiment was 5 weeks. Research participants comprised 56 third graders from two different classes at a public elementary school in Taiwan. Two classes with an equal number of students formed the experimental and control groups. Students in the experimental group employed mobile microscopes to support their scientific inquiries, whereas students in the control group used only tablet computers to facilitate their science learning. A standardized test was developed to measure students’ basic understanding of botany. Additionally, semi-structured concept mapping was employed as an alternative non-standardized test to evaluate students’ natural science learning. The quantitative findings indicated a significant instructional effect in the students’ concept mapping but not in the standardized test. The qualitative results revealed that mobile microscopes might motivate students to actively engage in knowledge discussion and sharing during plant observation. Full article

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2020

Jump to: 2021, 2019

13 pages, 1706 KiB

Open AccessArticle

Mobile Learning for Sustainable Development and Environmental Teacher Education

by María Sebastián-López and Rafael de Miguel González

Sustainability 2020, 12(22), 9757; https://doi.org/10.3390/su12229757 - 23 Nov 2020

Cited by 22 | Viewed by 4831

Abstract

Outdoor learning has, for a long time, been an important instructional resource in school education, usually embedded in the natural sciences and social sciences curricula. Teaching geography, geology, or biology beyond the traditional classroom allows students to interact with physical and social environments for meaningful learning. Mobile devices that are based on geospatial technologies have provided more accurate data, but also a combined instructional design with other WebGIS, map viewers, or geographic information system (GIS) layers, which are useful to foster education for sustainable development. This paper analyzes the applications of mobile learning based on citizen science and volunteer geographic information, but also on the growing awareness that citizens and educators need a set of digital competencies to enhance and innovate lifelong learning and active citizenship. The empirical research aims to measure teacher–training experience, highlighting the potential of mobile devices and their applications in environmental education. Data collected from the research and results prove the positive impact of mobile learning in environmental education. Finally, a discussion about mobile learning and education for sustainable development is provided. Full article

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22 pages, 2727 KiB

Open AccessArticle

Harnessing the Potential of Storytelling and Mobile Technology in Intangible Cultural Heritage: A Case Study in Early Childhood Education in Sustainability

by Stavroula Tzima, Georgios Styliaras, Athanasios Bassounas and Maria Tzima

Sustainability 2020, 12(22), 9416; https://doi.org/10.3390/su12229416 - 12 Nov 2020

Cited by 43 | Viewed by 7066

Abstract

Digital storytelling can offer multiple benefits both to students and teachers, and new media provide multimodal ways to produce, transmit and communicate stories. In parallel, the need to engage preschool children with the creative use of technology emerges in order to address concerns that arise from the modern way of life and the need to safeguard intangible cultural heritage and to communicate its value for sustainable development. The current study presents an example of digital storytelling utilization in a preschool class to raise awareness on sustainability issues. A linear digital storytelling was created, representing a local myth about watermills, then an educational intervention was conducted, where the myth’s digital representation was used as an educational tool to raise awareness on local cultural heritage and sustainability issues and also as an example to inspire and guide teachers and students to create their own stories. Results showed that the digital storytelling was an effective educational tool to the acquisition of new knowledge and the motivation of preschool children’s interest about the cultural asset of watermills and that the production of digital storytelling is feasible in the class context. These findings prove the potential of digital storytelling and mobile technology by using low-cost devices and applying simple techniques in preschool education. Full article

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14 pages, 269 KiB

Open AccessArticle

The Effect of COVID-19 in University Tutoring Models

by David Pérez-Jorge, María del Carmen Rodríguez-Jiménez, Eva Ariño-Mateo and Fernando Barragán-Medero

Sustainability 2020, 12(20), 8631; https://doi.org/10.3390/su12208631 - 18 Oct 2020

Cited by 33 | Viewed by 5296

Abstract

This research is part of the Educational Research Project developed at the University of La Laguna during the academic year 2019–2020, which included the period of confinement by COVID-19. The study was carried out with a sample of 193 student teachers in Early Childhood Education, Primary and four master’s degree programs offered by the Faculty of Education of the University of La Laguna. Four tutoring models were analyzed; in person, by e-mail, using virtual tutoring (Hangout/Google Meet) and WhatsApp. The results confirm the need to enhance synchronous models, as the most effective models for the development of the process of academic orientation and support for students, compared to asynchronous models. These delay the processes of academic decision-making and have a significant effect on them, as well as the pace of study and the motivation of the students, hindering the processes of learning, adaptation and fulfilment. Full article

14 pages, 950 KiB

Open AccessArticle

Cooperative Mobile Learning for the Investigation of Natural Science Courses in Elementary Schools

by Po-Sen Huang, Po-Sheng Chiu, Yueh-Min Huang, Hua-Xu Zhong and Chin-Feng Lai

Sustainability 2020, 12(16), 6606; https://doi.org/10.3390/su12166606 - 14 Aug 2020

Cited by 13 | Viewed by 4274

Abstract

The rapid development of technologies such as tablet PCs and 4G/5G networks has further enhanced the benefits of mobile learning. Although mobile devices are convenient and provide a variety of learning benefits, they are unable to improve students’ learning outcomes without an appropriate learning strategy. Furthermore, little research has been conducted to examine the effects of using collaborative learning on mobile devices. This study proposed a cooperative learning framework using Google Docs to explore the learning outcomes of students of natural science in an elementary curriculum. The study was of a quasi-experimental design with an experimental group (cooperative learning) and a control group (personal learning). The results show that a cooperative learning approach using Google Docs improved learning outcomes, teaching interest, and understanding of campus plants, and reduced cognitive load. One conclusion of the study is that the collaborative learning approach associated with mobile learning is more effective than personal learning. In addition, this paper also provides brief recommendations to expand on the study’s limitations. Future work should investigate the impact of collaborative learning on different environments for mobile learning. Full article

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22 pages, 846 KiB

Open AccessArticle

Online Learning Tools in the Era of m-Learning: Utility and Attitudes in Accounting College Students

by Teresa C. Herrador-Alcaide, Montserrat Hernández-Solís and J. Fortunato Hontoria

Sustainability 2020, 12(12), 5171; https://doi.org/10.3390/su12125171 - 24 Jun 2020

Cited by 28 | Viewed by 8983

Abstract

Learning in the Era of Mobile means an expansion in the range of learning tools, which are much more accessible thanks to the use of mobile devices. The greater possibilities of applying online tools for learning do not eliminate problems related to distance learning, such as personal factors related to attitude and student’s perception in virtual learning environments. It is necessary to consider whether the mere application of online tools in m-learning is enough or whether the context and the way in which online learning tools are applied are what is really important, even more so when the program is directed towards students using a distance learning system. Seen from this point of view, the utility of online tools is a key factor for successful learning. Furthermore, it is known that the personal attitude can affect the student’s perception about different aspects of learning, such as the perceived utility of the tools online. Considering the above arguments, the objective of this research is to measure the perceived utility of online learning tools by university students in a teaching environment accessible by mobile devices. Likewise, as a complementary objective to the measurement of perceived utility, the explanatory variables that could cause some effect on the perceived utility were analyzed. The analysis of explanatory variables is focused on personal attitudes, such as attitude towards accounting or the perceived role of the teacher. The data were collected through a questionnaire. Scoring indicators were applied to quantify the scores of university students for each variable. The analysis showed that mature students in a distance education program in Accounting assign high value to online tools and give a high score to their own attitude towards Accounting and the teacher’s role in virtual learning. Regression analysis indicates that about 34% of the perceived utility of online tools could be explained by their positive attitude towards Accounting and by the role of the teacher in m-learning. The identification of explanatory variables of perceived utility of online tools could improve the design and adaptation of the virtual environment, according to personal needs of college students. Full article

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10 pages, 235 KiB

Open AccessArticle

Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children

by Stamatios Papadakis, Julie Vaiopoulou, Michail Kalogiannakis and Dimitrios Stamovlasis

Sustainability 2020, 12(10), 4201; https://doi.org/10.3390/su12104201 - 20 May 2020

Cited by 81 | Viewed by 10367

Abstract

During the last decade, there has been an explosive increase in the number of mobile apps that are called educational and target children aged three to six. Research has shown that only a few of them have been created taking into consideration young children’s development and learning processes. The key question that emerges is how parents, custodians, or teachers can choose appropriate, high-quality educational apps. Literature has presented limited assessment tools based on advanced statistical procedures, which allow one to address validity and reliability issues. This study investigates the dimensions of using and operating educational apps for kids and presents a thirteen-item assessment instrument along with its psychometric properties. Data (N = 218) were collected via an electronic questionnaire from pre-service teachers of preschool education. Principal Component Analysis (PCA) with Varimax rotation was used to investigate the underlying dimensions. The resulting structure included four factors, namely: Usability, Efficiency, Parental Control, and Security. PCA supported the factorial validity of the instrument, while the reliability measures of Cronbach’s alpha for the four dimensions were satisfactory. Finally, a lucid discussion on the findings is provided. Full article

2019

Jump to: 2021, 2020

7 pages, 691 KiB

Open AccessCommunication

Mobile Apps for Helping Patient-Users: Is It Still Far-Fetched?

by Charalampos Siristatidis, Abraham Pouliakis, Vasilios Karageorgiou and Paraskevi Vogiatzi

Sustainability 2020, 12(1), 106; https://doi.org/10.3390/su12010106 - 21 Dec 2019

Cited by 3 | Viewed by 2751

Abstract

Emergence of health-related smartphone applications and their wide dissemination in public as well as healthcare practitioners has undergone criticism under the scope of public health. Still, despite methodological issues curbing the initial enthusiasm, availability, safety and, in certain cases, documented efficacy of these measures has secured regulatory approval. Bearing in mind these pitfalls, we describe the necessary steps towards implementation of deep learning techniques in the specific clinical context of women’s health and infertility in particular. Full article

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Published Papers (11 papers)

2021

Jump to: 2020, 2019

2020

Jump to: 2021, 2019

2019

Jump to: 2021, 2020

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