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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 (1 March 2021) | Viewed by 45958

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Special Issue Editors

Dr. Svetlana Lapteva

E-Mail Website
Guest Editor

Noyabrsk Branch of Industrial University of Tyumen, Noyabrsk, Russian Federation
Interests: technology and science education; educational management; computerization of education; e-learning tools; self-learning strategies

Dr. Natalya Pugacheva

E-Mail Website
Guest Editor

Kazan State University of Architecture and Engineering, Kazan, Russian Federation
Interests: history of education; computerization of education; e-learning tools; vocational education

Special Issue Information

Dear Colleague,

Education is constantly developing. There are more and more online technologies and platforms that facilitate the learning process, making it more effective, interactive, and interesting for students. At the same time, teachers and the administration of schools and universities should successfully implement e-learning processes, taking into account the labor market requirements as well as the sustainable education principles. Education for sustainable development can be considered as education that encourages changes in knowledge, skills, values, and behaviors to enable a more sustainable society. Education should encourage the development of critical thinking as well as such qualities that will enable one to predict the course of events in the future and make joint decisions. The latter requires new approaches to learning, the development of dynamic and environmentally friendly societies and economies, as well as the development of global citizenship. Highly effective educational management should be established not only within a separate educational institution, but also in the whole educational system, at the state level. This Special Issue will consider the challenges of educational management in the context of education for sustainable development, while such challenges relate specifically to e-learning. Thus, original research, review articles, and case studies related to the above topics are welcome.

References:

Castle, S. R., & McGuire, C. J. (2010). An analysis of student self-assessment of online, blended, and face-to-face learning environments: Implications for sustainable education delivery. International Education Studies, 3(3), 36-40.

Chipere, N. (2017). A framework for developing sustainable e-learning programmes. Open Learning: The Journal of Open, Distance and e-Learning, 32(1), 36-55.

Ellis, R., & Goodyear, P. (2013). Students' experiences of e-learning in higher education: the ecology of sustainable innovation. Routledge.

Hallinger, P., & Chatpinyakoop, C. (2019). A bibliometric review of research on higher education for sustainable development, 1998–2018. Sustainability, 11(8), 2401.

Kong, S. C. (2019). Partnership among schools in e-Learning implementation: Implications on elements for sustainable development. Journal of Educational Technology & Society, 22(1), 28-43.

Kubiatko, M. (2017). Are ICT being used correctly? Small reflection about correct using of ICT in education. Problems of Education in the 21st Century, 75(1), 4-5.

Lee, J., Song, H. D., & Hong, A. J. (2019). Exploring factors, and indicators for measuring students’ sustainable engagement in e-learning. Sustainability, 11(4), 985.

Dr. Svetlana Lapteva
Dr. Natalya Pugacheva
Guest Editors

Manuscript Submission Information

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Keywords

education for sustainable development
sustainable development goals
educational management
integrating information communication technologies
e-learning

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Published Papers (6 papers)

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Research

14 pages, 245 KiB

Open AccessArticle

The Change in Students’ Attitude towards Favourable and Unfavourable Factors of Online Learning Environments

by Ilona Valantinaitė and Živilė Sederevičiūtė-Pačiauskienė

Sustainability 2020, 12(19), 7960; https://doi.org/10.3390/su12197960 - 25 Sep 2020

Cited by 15 | Viewed by 6459

Abstract

This article aims to present the results of a study on favourable and unfavourable factors of using online learning environments in the study process as a digital learning strategy to promote education for sustainable development. Technologies have changed traditional face-to-face classrooms through online environments to hybrid learning spaces. Personal experiences and expectations are part of these hybrid learning setups and learner-positive attitudes to such sessions could contribute to the effectiveness of hybrid learning and student satisfaction. The quasi-experiment was carried out to determine the attitude of students towards favourable and unfavourable factors of using an online learning environment (OLE) in the study process. Five groups of students studied for one semester using the flipped classroom method. The sample was made up of 106 secondary school students, selected by means of non-probability sampling. Students were given pre-test and post-test questionnaires in the beginning and at the end of the semester. Favourable factors of using an online learning environment identified by students in the beginning of the quasi-experiment were grouped in five categories: material resources/base; teacher personality; student personality, information presentation and increase of accessibility at the institutional level. As students gain more experience in using an OLE for learning, it is not technical issues and computer literacy that become important, but students’ and teachers’ attitudes and the motivation to improve and learn. At the end of the project, the participants emphasised other favourable factors: continuous uploading of materials, convenience of use and the promotion of online learning environments for studies in all subjects. The role of the teacher while using an online learning environment was highlighted. This research contributes to the improvement of teacher pedagogical competences, creating conditions for increasing student satisfaction. Full article

(This article belongs to the Special Issue Sustainable Educational Management for Effective E-Learning)

20 pages, 1010 KiB

Open AccessArticle

Unequal Loneliness in the Digitalized Classroom: Two Loneliness Effects of School Computers and Lessons for Sustainable Education in the E-Learning Era

by Jongseok Ahn

Sustainability 2020, 12(19), 7889; https://doi.org/10.3390/su12197889 - 24 Sep 2020

Cited by 11 | Viewed by 4866

Abstract

Incorporating information and communication technology (ICT) into schooling has been one of the most conspicuous trends in education innovation for decades. Despite the education community’s optimistic consensus on the digitalization of the classroom, however, evidence-based research on the educational effectiveness of ICT is an unfinished task. In this situation, this study gives renewed attention to the socioemotional effects of school computers and draws lessons for sustainable education in the e-learning era. By analyzing the Trends in International Mathematics and Science Study (TIMSS) 2015, this study identifies the causal link between school computer usage time (the independent variable) and satisfaction with peer relationships (the dependent variable) among elementary and middle school students: the loneliness deepening effect. Then, considering the issue of digital divide, it finds the positive interaction between the independent variable and academic performance (the moderating variable): the loneliness inequality effect. These two findings—summarized by the term “unequal loneliness”—call for critical reflections on the current use of school computers but do not support the Ludditish claim that wholly denies ICT’s educational values and potentials. Rather, the existence of the loneliness inequality effect additionally implies an opportunity to go beyond mere technological determinism and deliberate on human users’ capabilities for effective ICT usage. Full article

(This article belongs to the Special Issue Sustainable Educational Management for Effective E-Learning)

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30 pages, 9316 KiB

Open AccessArticle

Is Romania Prepared for eLearning during the COVID-19 Pandemic?

by Eduard Edelhauser and Lucian Lupu-Dima

Sustainability 2020, 12(13), 5438; https://doi.org/10.3390/su12135438 - 6 Jul 2020

Cited by 111 | Viewed by 13619

Abstract

Today, Romanian universities largely have eLearning platforms generally based on the most popular Moodle-LMS platform or on the most popular collaborative educational platforms designed by Microsoft and Google, which contain mail group modules, virtual classes, video conferencing, presentation and testing. In the context of the pandemic generated by COVID-19, the authors tried to investigate the way in which Romanian society has managed to face this challenge in the field of education. The events followed one another very quickly, and the first thing that crashed was the medical system, quickly followed by the economic environment and then, obviously, education. The authors’ research methodology was based on the interpretation of the results of a questionnaire composed of 19 questions and applied to a population of 200 respondents. The survey period was only 24 h, between 29 April 2020 at 1 p.m. and 30 April 2020 at 1 p.m. The investigated population, the respondents, were students of the University of Petroșani undertaking bachelor and master studies for the academic year 2019–2020, but the study could be extrapolated to the Romanian education system. Full article

(This article belongs to the Special Issue Sustainable Educational Management for Effective E-Learning)

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14 pages, 1886 KiB

Open AccessArticle

E-Learning Financing Models in Russia for Sustainable Development

by Dayong Nie, Elena Panfilova, Vadim Samusenkov and Alexey Mikhaylov

Sustainability 2020, 12(11), 4412; https://doi.org/10.3390/su12114412 - 28 May 2020

Cited by 87 | Viewed by 6338

Abstract

E-learning brings new dimensions to traditional education. This especially affects countries that, due to many factors, have historically been considered the “talent pool” for the world community. In this study, a model for financing e-education has been developed that is applicable to Russian realities. The model was built around the balance between demand (global politics, economics, and principles of sustainable development) and supply (sources of direct financing). As a result, a key challenge of improving the e-learning financing methodology and models, specifically the efficiency of government spending and private investing, demands the use of new approaches and mechanisms. To improve e-learning financing, a clear understanding of the applied purpose of public and private means is required. Responsibilities for the e-learning outcome of institutions that receive financing are linked to their status. An unclear understanding of these issues is more likely associated with the issue of transparency of financing than with inefficiency. The proposed model allows transforming the “standards” of financing both in the field of e-education and Russian education in general and presents a new vision of participants’ interaction in the educational process, taking into account a set of restrictions and market features. Full article

(This article belongs to the Special Issue Sustainable Educational Management for Effective E-Learning)

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17 pages, 623 KiB

Open AccessArticle

Learning Management System-Based Evaluation to Determine Academic Efficiency Performance

by Brenda Juárez Santiago, Juan Manuel Olivares Ramírez, Juvenal Rodríguez-Reséndiz, Andrés Dector, Raúl García García, José Eli Eduardo González-Durán and Fermín Ferriol Sánchez

Sustainability 2020, 12(10), 4256; https://doi.org/10.3390/su12104256 - 22 May 2020

Cited by 42 | Viewed by 9597

Abstract

At present, supporting e-learning with interactive virtual campuses is a future goal in education. Models that measure the levels of acceptance, performance, and academic efficiency have been recently developed. In light of the above, we carried out a study to evaluate a model for which architecture design, configuration, metadata, and statistical coefficients were obtained using four Learning Management Systems (LMSs). That allowed us to determine reliability, accuracy, and correlation, using and integrating the factors that other researchers have previously used, only using isolated models, such as Anxiety–Innovation (AI), Utility and Use (UU), Tools Learning (TL), System Factors (SF), Access Strategies (AS), Virtual Library (VL), and Mobile Use (MU). The research was conducted over one year in nine groups. The results from an LMS Classroom, architecturally and configuration-wise, had the highest level of performance, with an average of 73% when evaluated using statistical coefficients. The LMS Classroom had a good acceptance and a greater impact: SF, 82%, AI, 80%, and VL, 43%, while out of the seven factors, those with the most significant impact on academic efficiency were TL, 80%, VL, 82%, and MU, 85%. Full article

(This article belongs to the Special Issue Sustainable Educational Management for Effective E-Learning)

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13 pages, 2602 KiB

Open AccessArticle

Sustainable Higher Education Development through Technology Enhanced Learning

by Javier Orozco-Messana, Juan Miguel Martínez-Rubio and Ana Maria Gonzálvez-Pons

Sustainability 2020, 12(9), 3600; https://doi.org/10.3390/su12093600 - 29 Apr 2020

Cited by 14 | Viewed by 3884

Abstract

Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency’s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally. Full article

(This article belongs to the Special Issue Sustainable Educational Management for Effective E-Learning)

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