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Building a Sustainable Future: Innovative Approaches to Learning and Teaching in the Digital Age

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

Deadline for manuscript submissions: closed (30 September 2024) | Viewed by 6704

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Special Issue Editors

Dr. Mirko Prosen

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Guest Editor

Faculty of Health Sciences, University of Primorska, Polje 42, 6310 Izola, Slovenia
Interests: education; e-learning; transcultural education; sociology of health and illness; inequalities; social justice; transcultural health care; global health; qualitative research methods

Dr. Sabina Ličen

E-Mail Website
Guest Editor

Faculty of Health Sciences, University of Primorska, Polje 42, 6310 Izola, Slovenia
Interests: e-learning; digital education; innovative learning and teaching methods and techniques; green teaching; inclusive pedagogy; quantitative research methods

Special Issue Information

Dear Colleagues,

This special issue of Sustainability on "Building a Sustainable Future: Innovative Approaches to Learning and Teaching in the Digital Age" focuses on exploring and promoting sustainable practices in education, particularly innovative approaches to learning and teaching in the context of the digital age. The special issue welcomes contributions from a variety of disciplines, fields of study, and settings where innovative learning and teaching practices are being developed, implemented, and evaluated. The aim of this special issue is therefore to provide a platform for researchers, educators, policy makers, and practitioners to share and disseminate their research findings, insights, and best practices related to sustainable learning and teaching approaches. It aims to bridge the gap between sustainability and education, recognizing the transformative potential of digital tools and technologies to create a more sustainable future and adapt to the needs of teachers and learners in the new era.

Original research articles and reviews are welcome in this special issue. Research areas include, but are not limited to: innovative pedagogical approaches (e.g., curriculum design, teaching methods development, learning strategies, online courses, digital education standards); technology-enhanced education (e.g., digital tools and toolkits, online platforms, hubs, virtual reality, gamification); assessment and evaluation studies to measure the impact of the innovative methods and techniques used (e.g., outcomes, methodological issues; social and cultural aspects of education in the digital age, online community), and changes in skill development (e.g., competences, digital and sustainability literacy), policy developments (e.g., policy development, frameworks, theory, guidelines).

We encourage researchers, educators, and other professionals to submit their work and participate in a broader discourse on the use of innovative methods of learning and teaching through the prism of sustainability and successful transformation toward Society 5.0.

We look forward to receiving your contributions.

Dr. Mirko Prosen
Dr. Sabina Ličen
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
innovation
digital
learning methods
teaching methods
sustainability literacy
behavior change
competence
skills

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Published Papers (6 papers)

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Research

14 pages, 496 KiB

Open AccessArticle

Strengthening Sustainable Higher Education with Digital Technologies: Development and Validation of a Digital Competence Scale for University Teachers (DCS-UT)

by Sabina Ličen and Mirko Prosen

Sustainability 2024, 16(22), 9937; https://doi.org/10.3390/su16229937 - 14 Nov 2024

Viewed by 524

Abstract

The integration of digital competences into higher education is essential for the promotion of effective and sustainable teaching and learning environments. The aim of this study was to develop and validate the Digital Competence Scale for University Teachers (DCS-UT), an instrument to assess key digital competences of teachers. The development of the scale involved the creation of items based on an extensive literature review, followed by rigorous testing for content and face validity. The psychometric properties of the scale were assessed using data from 411 university teachers, with confirmatory factor analysis (CFA) and structural equation modelling (SEM) to examine the underlying structure of the scale. Reliability was assessed using Cronbach’s alpha, which confirmed the internal consistency of the instrument (0.974). The analysis revealed a robust four-factor structure: digital literacy, digital skills, digital interaction, and technology integration, which together explained 70.284% of the variance. These findings underscore the value of the DCS-UT as a tool to promote sustainable teaching practises by assessing digital competences. By equipping teachers with essential digital competences, the scale supports the long-term adaptability and effectiveness of higher education institutions in an increasingly digital field. Full article

(This article belongs to the Special Issue Building a Sustainable Future: Innovative Approaches to Learning and Teaching in the Digital Age)

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20 pages, 1106 KiB

Open AccessArticle

ChatGPT-Supported Education in Primary Schools: The Potential of ChatGPT for Sustainable Practices

by Hilal Uğraş, Mustafa Uğraş, Stamatios Papadakis and Michail Kalogiannakis

Sustainability 2024, 16(22), 9855; https://doi.org/10.3390/su16229855 - 12 Nov 2024

Viewed by 611

Abstract

This study aims to evaluate the potential of using ChatGPT at the primary school level from the teachers’ perspective within a sustainability framework. The research was conducted as a qualitative case study involving 40 primary school teachers in Turkey during the 2023–2024 academic year, all of whom had no prior experience with ChatGPT. Data collection tools included semi-structured interview forms and researcher diaries developed by the researchers. The data obtained were analysed using content analysis. The findings indicate that most primary school teachers believe ChatGPT is suitable for primary education and can contribute to Sustainable Development Goal (SDG) 4. Additionally, teachers noted that ChatGPT enriches the teaching process and is user-friendly. These findings suggest potential contributions to SDG 4.1 and SDG 4.2. However, concerns were raised regarding ChatGPT’s potential to provide false information, which may negatively impact SDG 4.7. The study also identified that ChatGPT is particularly suitable for mathematics, Turkish, and English courses. This study’s main contribution is that it shows how ChatGPT can help sustainable practices in primary education by getting teachers more involved and meeting specific curriculum needs. This gives us useful information for incorporating AI tools into education that is in line with SDG 4. It is recommended that training programs about ChatGPT and similar AI-supported tools be organised for teachers and parents. Full article

(This article belongs to the Special Issue Building a Sustainable Future: Innovative Approaches to Learning and Teaching in the Digital Age)

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22 pages, 8989 KiB

Open AccessArticle

An Educational Robotics Approach to Drawing and Studying Central Trochoids at the University Level

by Attila Körei, Szilvia Szilágyi and Ingrida Vaičiulyté

Sustainability 2024, 16(22), 9684; https://doi.org/10.3390/su16229684 - 7 Nov 2024

Viewed by 545

Abstract

Educational robotics has become increasingly popular in STEM education, offering motivating and hands-on learning experiences. The use of robots in science education is widespread, mainly in primary and secondary schools, whereas there is little research in higher mathematics education in this area. This paper explores the potential of educational robotics for teaching plane curves at the university level. Specifically, it investigates the development and implementation of a LEGO Education SPIKE Prime robot designed to draw various central trochoids, including epicycloids and hypocycloids. The robot’s construction and programming are described in detail, emphasising the relationship between the physical movements of the robot and the mathematical equations of the curves it produces. The study also examines the integration of dynamic geometry software, which allows for visualising the curves and verifying the robot’s accuracy. The development process of the drawing LEGO robot followed the V-model methodology. Functional and manual testing of the drawing robot was conducted in a classroom environment with ten students. Based on the feedback from students, the paper concludes that educational robotics can serve as a valuable tool for enhancing both theoretical and practical understanding of mathematical and engineering concepts, offering a more engaging and interactive approach to learning. Full article

(This article belongs to the Special Issue Building a Sustainable Future: Innovative Approaches to Learning and Teaching in the Digital Age)

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24 pages, 4370 KiB

Open AccessArticle

The Potential of a Mobile Augmented Reality Game in Education for Sustainability: Report and Analysis of an Activity with the EduCITY App

by Rita Rodrigues and Lúcia Pombo

Sustainability 2024, 16(21), 9357; https://doi.org/10.3390/su16219357 - 28 Oct 2024

Viewed by 841

Abstract

The integration of augmented reality (AR) into education for sustainability curricula not only makes learning more engaging, motivating, and effective, but also equips students with the knowledge and skills to address pressing environmental challenges. This paper presents a case study of a pedagogical approach based on the exploration of an AR game in the EduCITY app and aims to analyse the potential of the ‘EduCITY at the UA Campus’ mobile AR game in what concerns the promotion of education for sustainability among secondary students. The game was explored in the largest annual event of the University of Aveiro—XPERiMENTA—which invited students and the wider community to participate in activities on the campuses. At the end of the activity, an individual and anonymous questionnaire to evaluate the game was applied. Students indicated that the game raises an awareness of sustainability and contributes to the development of knowledge and skills in this area. They were motivated throughout the match and managed to get a good performance out of playing. This study adds to the literature on the use of AR games in education for sustainability, by revealing that it can be an effective tool for engaging and motivating students with sustainability-related learning. Full article

(This article belongs to the Special Issue Building a Sustainable Future: Innovative Approaches to Learning and Teaching in the Digital Age)

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30 pages, 14390 KiB

Open AccessArticle

Developing a Model to Predict Self-Reported Student Performance during Online Education Based on the Acoustic Environment

by Virginia Puyana-Romero, Cesar Marcelo Larrea-Álvarez, Angela María Díaz-Márquez, Ricardo Hernández-Molina and Giuseppe Ciaburro

Sustainability 2024, 16(11), 4411; https://doi.org/10.3390/su16114411 - 23 May 2024

Cited by 1 | Viewed by 1438

Abstract

In recent years, great developments in online university education have been observed, favored by advances in ICT. There are numerous studies on the perception of academic performance in online classes, influenced by aspects of a very diverse nature; however, the acoustic environment of students at home, which can certainly affect the performance of academic activities, has barely been evaluated. This study assesses the influence of the home acoustic environment on students’ self-reported academic performance. This assessment is performed by calculating prediction models using the Recursive Feature Elimination method with 40 initial features and the following classifiers: Random Forest, Gradient Boosting, and Support Vector Machine. The optimal number of predictors and their relative importance were also evaluated. The performance of the models was assessed by metrics such as the accuracy and the area under the receiver operating characteristic curve (ROC_AUC-score). The model with the smallest optimal number of features (with 14 predictors, 9 of them about the perceived acoustic environment) and the best performance achieves an accuracy of 0.7794; furthermore, the maximum difference for the same algorithm between using 33 and 14 predictors is 0.03. Consequently, for simplicity and the ease of interpretation, models with a reduced number of variables are preferred. Full article

(This article belongs to the Special Issue Building a Sustainable Future: Innovative Approaches to Learning and Teaching in the Digital Age)

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28 pages, 6841 KiB

Open AccessArticle

Curriculum Development of EdTech Class Using 3D Modeling Software for University Students in the Republic of Korea

by Wonjae Choi and Seonggyu Kim

Sustainability 2023, 15(24), 16605; https://doi.org/10.3390/su152416605 - 6 Dec 2023

Viewed by 1509

Abstract

This study discusses the development of a software-centered EdTech (Education Technology) class model via the implementation of a course titled “3D Time Machine” at a 4-year university in the Republic of Korea over two semesters. The course focused on teaching the 3D modeling software Blender within the history department. The primary objective of offering this course was to equip students from the digital generation with the capability to manipulate digital technology effectively for their sustainable lives and individual development. By studying historical materials and accumulating domain knowledge, students could construct their narratives from their unique perspectives. This aimed to foster their proficiency in digital technology operation, preparing them for a sustainable education environment increasingly centered around virtual worlds. As the use of virtual worlds gains prominence in educational settings, there is a growing need to incorporate curricula that prepare students to thrive in a “leaving no one behind” society as well-prepared citizens. Assessing the digital competencies of contemporary university students and designing instructional models with particular attention to their needs is becoming increasingly important. This research draws insights from interviews, conducted in both face-to-face and written formats, with students who participated in the “3D Time Machine” course. The interviews revealed valuable insights that can be actively incorporated into the development of software-centered EdTech instructional models. They reported that they expanded their perceptions as they learned how to make their ideas tangible. The course helped students overcome their fear caused by the vagueness of digital technology. These opinions significantly contribute to the development of practical digital educational courses that can be easily and rapidly acquired and applied within virtual educational environments. In conclusion, this kind of course effectively employs 3D modeling technology, a software-centered EdTech, as a core element in helping students develop their narratives rapidly and diversely, thereby playing a crucial role in their ability to articulate their unique perspectives. Full article

(This article belongs to the Special Issue Building a Sustainable Future: Innovative Approaches to Learning and Teaching in the Digital Age)

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