Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
6.8
3.3
Journals
Sustainability
Special Issues
Sustainable Quality Education: Innovations, Challenges, and Practices
sustainability-logo
Submit to Special Issue Submit Abstract to Special Issue Review for Sustainability Propose a Special Issue

Journal Menu

► Journal Menu

Journal Browser

► Journal Browser
share announcement

Sustainable Quality Education: Innovations, Challenges, and Practices

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

Deadline for manuscript submissions: 1 June 2025 | Viewed by 1980

Special Issue Editors

Prof. Dr. Amador Jesús Lara Sánchez

E-Mail Website
Guest Editor
Department of Didactics of Body Expression, University of Jaen, Jaen, Spain
Interests: didactics; physical education; games and alternative sports
Special Issues, Collections and Topics in MDPI journals
Dr. Celia Marcen

E-Mail Website
Guest Editor
Department of Psychology and Sociology, University of Zaragoza, 22003 Huesca, Spain
Interests: sociology of education; sociology of sport and health
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Education has historically played a fundamental role in our society; it is one of many social institutions that affect the socialisation of individuals, their integration into society, and their development into working life. The concept of high-quality education has also changed over time, adapting to new generations and the needs and requirements of their contemporary context.

Therefore, scientific debates concerning quality education, educational innovation, the challenges faced, and the different barriers to universalisation are both appropriate and necessary; such debates form the basis of this Special Issue.

Therefore, we warmly welcome high-quality articles discussing the quality of education at all levels (formal and non-formal) and in various areas of knowledge. Areas of interest include (but are not limited to) the following:

  • Evaluating education policies and their impact on quality;
  • Barriers and challenges to quality education;
  • Educational innovation at all levels and in both formal and non-formal education;
  • The results of teaching innovation at any level and in any area of knowledge: arts and humanities, sciences, health sciences, social and legal sciences, engineering and architecture;
  • Inequalities in educational quality and innovation for a fairer society;
  • Innovation projects that are sustainable and transferable.

This Special Issue will contribute to the existing extensive literature on innovation by focusing on the barriers and challenges to be overcome.

Prof. Dr. Amador Jesús Lara Sánchez
Dr. Celia Marcen
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

  • quality
  • innovation
  • inequalities
  • future
  • training
  • knowledge
  • technology
  • learning
  • teaching

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 (2 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

11 pages, 1393 KiB  
Article
Effect of the Organizational Model of the Subject of Activities in the Natural Environment on Students’ Satisfaction and Learning
by Virginia Gómez-Barrios, Lázaro Mediavilla-Saldaña, Vicente Gómez-Encinas and Juan José Salinero
Sustainability 2024, 16(19), 8501; https://doi.org/10.3390/su16198501 - 29 Sep 2024
Viewed by 627
Abstract
The aim of this study was to identify the most suitable organizational model for teaching the university subject of Outdoor Activities in relation to learning acquisition and satisfaction. For this purpose, four models were designed, some of which were dominated by traditional education [...] Read more.
The aim of this study was to identify the most suitable organizational model for teaching the university subject of Outdoor Activities in relation to learning acquisition and satisfaction. For this purpose, four models were designed, some of which were dominated by traditional education and others by innovative education. The data collection instruments were the Spanish version of the Physical Education of the Sport Satisfaction Instrument, adapted to the university context, and the questionnaire on the contents of the subject designed ad hoc. Data collection was carried out before and after the intervention with a total of 125 students. For data analysis, an ANCOVA was performed. The results showed that there were significant differences in satisfaction between groups (p = 0.029), but not in the boredom scale (p = 0.109). With regard to acquisition of learning between groups, there were significant differences (p = 0.005) in the overall grade of the subject. There were also significant differences in the scores for content taught differently depending on the group (p = 0.003), with a higher score in the most innovative group, the intensive-continuous group, compared to the fractioned (p = 0.005) and classic groups (p = 0.015). It is concluded that there is a positive effect between direct and continuous contact with nature, both in the acquisition of learning and in student satisfaction, with the most innovative model obtaining the best results of the study. Full article
(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)
►▼ Show Figures

Figure 1

15 pages, 2185 KiB  
Article
Model for the Analysis of Social Regulation and Collaboration during the Development of Group Tasks
by Hedilberto Granados-López, Johan Hernán Pérez, Jonathan Porras-Muñoz, Yamile Pedraza-Jiménez and Felipe Antonio Gallego-López
Sustainability 2024, 16(18), 7947; https://doi.org/10.3390/su16187947 - 11 Sep 2024
Viewed by 913
Abstract
This paper presents a model for the analysis and characterization of social regulation during collaborative task development. The structural part of the model is composed of three components which give rise to the generation of four phases of group interaction. The combination of [...] Read more.
This paper presents a model for the analysis and characterization of social regulation during collaborative task development. The structural part of the model is composed of three components which give rise to the generation of four phases of group interaction. The combination of these phases of group interaction and their components allows us to know whether or not a given group during the execution of tasks manages to develop mechanisms of collaboration and socially shared regulation. As for the conceptual section, the model is supported by three components that deal with task regulation, communication regulation, and collaborative work. Each of these components in turn presents aspects that can be identified in the interaction of the groups during the development of a task. The model was applied with the participation of five work groups made up of graduate students. The type of study was a descriptive quantitative approach. The results made it possible to corroborate the functionality of the model based on the identification of recurrences of events in the phases reached by each of the groups during the development of shared tasks, as well as aspects of collaboration and social regulation during the execution of group tasks in socially and collaboratively regulated learning processes, according to the analysis of the interactions recorded by the groups. Full article
(This article belongs to the Special Issue Sustainable Quality Education: Innovations, Challenges, and Practices)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-2
Back to TopTop