Education may be considered as ‘Human Ecology’ which deals with man and his environment. Our dependence on nature is so great that we cannot continue to live without protecting the earth’s resources. Now a day people understood the fact that the current development in the field of economic situation is not sustainable and so awareness, education and training are the keys to move towards sustainability. The growing awareness of the challenges in the traditional development thinking has led to the wide acceptance of the concept- that of sustainable development. Development which protects the environment, development which advances social justice phrases such as these have surrounded the introduction of what has been claimed to be a new paradigm- sustainable development. The present study is intended to examine the attitude of higher secondary school students towards education for sustainable development with respect to their locality and stream of study. Survey method was used for the study. The researcher used Stratified Random Sampling technique to select a sample of 150 higher secondary school students from Thiruvananthapuram district of Kerala. The data were collected using an attitude scale developed and standardized by the investigator. The data were analysed using different statistical techniques like mean, standard deviation and t-test. The findings of the study revealed that higher secondary school students have positive attitude towards education for sustainable development. Further the study showed that higher secondary school students from different locality and stream showed of study significant difference in their attitude towards education for sustainable development.

Purpose This study develops and validates a novel iterative competency development framework to address limitations in current education for sustainable development (ESD) models within professional learning contexts. It responds to the growing demand for sustainability competencies among mid-career professionals and the inadequacy of static, one-off ESD interventions. Design/methodology/approach Anchored in Kolb’s experiential learning theory, this research adopts the structured–pragmatic–situational methodology to explore iterative learning processes in the post-baccalaureate program for carbon-zero sustainable development in Taiwan. Two rounds of focus group interviews (n = 14, n = 8) were conducted, followed by cross-case thematic synthesis. Findings Findings demonstrate that sustainability competencies emerge through recursive cycles of experience, reflection, conceptual integration, and application. Key constructs – such as professional identity reconfiguration, sectoral reflexivity and the novel sequencing insight (the prioritization of theory before practice) – underscore the transformative potential of the iterative model. Participants developed strategic, systemic and anticipatory competencies through sustained engagement with real-world challenges. Originality/value This study contributes a theoretically grounded and empirically tested framework for embedding sustainability competencies into professional education. The model bridges experiential learning with systems-based sustainability competencies and provides actionable guidance for higher education institutions aiming to deliver lifelong, adaptive, and transformative sustainability learning.

This study investigates the impact of AI-enabled teaching devices on educational equity, focusing on the differences in their effectiveness between economically developed and underdeveloped regions in China, particularly along the Hu Huanyong Line. The research aims to assess whether AI devices can enhance educational outcomes and promote equity in regions with limited resources. Using a mixed-methods approach, the study involved a comparative analysis of eight schools across four cities on both sides of the Hu Huanyong Line. Data were collected through an online questionnaire survey of 247 teachers and an analysis of 620 student exam scores. The findings indicate that AI devices significantly improved teaching effectiveness in economically underdeveloped regions, with an average improvement of 7% to 20% in student performance. The study also revealed that while teachers in underdeveloped regions were generally positive about AI devices, they faced challenges in integrating the technology into their teaching practices due to insufficient familiarity and lack of support mechanisms. The results highlight the potential of AI technology to bridge educational gaps and promote equity by providing high-quality educational resources to under-resourced areas. However, the study emphasizes the need for comprehensive support measures, including teacher training and improved infrastructure, to ensure sustainable educational development. Future research should focus on long-term trends in educational resource investment and the development of culturally appropriate AI devices to further enhance educational equity and sustainable development.

With the advancement of artificial intelligence and educational informatization, there is a growing demand for intelligent teaching assistance systems in universities. Focusing on the university “Algorithms” course in the computer science department, this study develops a multi-terminal collaborative knowledge service system, Course-Oriented Knowledge Service–Based AI Teaching Assistant System (CKS-AITAS), which consists of a PC terminal and a mobile terminal, where the PC terminal integrates functions including knowledge graph, semantic retrieval, intelligent question-answering, and knowledge recommendation. While the mobile terminal enables classroom check-in and teaching interaction, thus forming a closed-loop platform for teaching organization, resource acquisition, and knowledge inquiry. For the document retrieval module, paragraph-level semantic modeling of textbook content is conducted using Word2Vec, combined with approximate nearest neighbor indexing, and this module achieves an MRR@10 of 0.641 and an average query time of 0.128 s, balancing accuracy and efficiency; the intelligent question-answering module, based on a self-built course FAQ dataset, is trained via the BERT model to enable question matching and answer retrieval, achieving an accuracy rate of 86.3% and an average response time of 0.31 s. Overall, CKS-AITAS meets the core teaching needs of the course, provides an AI-empowered solution for university teaching, and boasts promising application prospects in facilitating education sustainability.

ABSTRACT The main objective was to analyse improvements in physical education (PE) teachers’ teaching self-efficacy and sustainability consciousness after participating in an intervention programme. An empirical-analytical, quasi-experimental design with pre- and post-intervention measures was used. The sample consisted of 55 participants (47.27% female; 22.21 ± 4.02 years). The instruments were the Teachers Self-Efficacy Scale for SDE and the Sustainability Consciousness Questionnaire. Results showed significant increases in teaching self-efficacy across four dimensions: values, systems thinking, emotions and actions. Systems thinking showed the greatest improvement (M = 4.46 to M = 5.36, p < 0.05, d = 0.88). Regarding sustainability consciousness, the economic dimension showed the highest post-intervention growth (from M = 4.05 to M = 4.30, p < 0.05, d = 0.56), while the social dimension demonstrated the smallest improvement despite the highest pre-intervention scores (M = 4.51). Overall, the programme impacted the studied variables, supporting the need for interventions in the PE teacher training.

The integration of Artificial Intelligence (AI) in education holds transformative potential, particularly in advancing Education for Sustainable Development (ESD) and green energy literacy. However, empirical evidence is lacking on how teacher involvement in ESD material development influences their capacity to integrate AI into pedagogical contexts. This study aims to examine the relationships among AI knowledge, attitudes toward AI, involvement in material development, and teachers' ability to apply AI in green energy education. Employing a quantitative correlational design, data were collected from 122 in-service teachers engaged in professional development programs. A structured questionnaire measured five constructs, which were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicated that teachers' practical use of AI in science and green energy learning (β = 0.391, p < 0.01, f2 = 0.180) and their involvement in developing ESD-based teaching materials (β = 0.236, p < 0.05, f2 = 0.127) significantly influenced their AI integration capabilities. In contrast, AI knowledge and attitudes toward AI did not show statistically significant effects. These findings suggest that experiential engagement with AI and active participation in sustainability-focused content development are stronger predictors of AI pedagogical readiness than cognitive or affective factors alone. This study underscores the importance of shifting teacher training toward context-based, practice-oriented models to enhance technological competence in sustainability education.

Abstract Against the backdrop of industrial transformation driven by digital-intelligent technologies, vocational education functions as a crucial hub connecting education, technology, and talent supply. Its innovative development demands systematic restructuring from the perspective of the integration of education, technology, and talent. From this integrated viewpoint, the logic of vocational education’s innovative development in the digital-intelligent era is analyzed across four dimensions: educational cultivation, technological empowerment, talent development, and integrated collaboration. Correspondingly, four practical approaches are put forward, including education foundation-laying, technological empowerment, joint talent cultivation, and multi-stakeholder collaboration. Specifically, at the educational level, the curriculum system is restructured with a competency-oriented approach; at the technological level, digital-intelligent technologies drive teaching innovation; at the talent level, industry-education integration facilitates the cultivation of interdisciplinary talent; and at the multi-stakeholder collaboration level, ecological co-construction advances educational innovation and development. Through the collaborative advancement of education, technology, and talent, the organic connection between vocational education and talent cultivation goals is promoted, thereby realizing the sustainable and high-quality development of vocational education in the digital-intelligent era.

Problem Statement. In the current context of war and European integration, Ukrainian universities face the challenge not only of preserving their educational and scientific functions but also of redefining their societal role becoming institutions capable of ensuring resilience, solidarity, and humanitarian support. The traditional model of the university as a center of knowledge is being replaced by the concept of a “university that serves”, where the third mission – social, cultural, and civic engagement – becomes a systemic mechanism for social recovery and human capital development. The comprehension and practical implementation of this mission determine a new paradigm for the development of higher education in Ukraine. Purpose of the Study. The purpose of the study is to theoretically generalize and practically comprehend the implementation of the third mission of universities under the conditions of war and European integration, using the National Aerospace University “Kharkiv Aviation Institute” as a case study, and to define its role as a factor of resilience, social cohesion, and the development of the innovative potential of higher education in Ukraine. Object of the Study. The third mission of the university as a mechanism for ensuring the sustainable development of higher education in the context of war and European integration. Methods Used in the Study. Systemic, synergistic, axiological, and activity-based approaches; case study method, content analysis, comparative analysis of European and Ukrainian practices, and analytical generalization. Main Hypothesis of the Study. Institutional resilience of the university is formed through the integration of educational, scientific, and social functions, where the third mission becomes a practical mechanism of service to society and implementation of European values. Presentation of the Main Research Material. The evolution of the university’s third mission from social responsibility to the paradigm of service has been analyzed. A model of a sustainable-type university is proposed, combining value-based, operational, and global dimensions of activity. Examples of practical implementation of the third mission in education, humanitarian support, inclusion, digitalization, and international partnership are presented. Originality and Practical Significance of the Study. For the first time, an integrated concept of the university’s third mission as a mechanism of sustainable development under wartime conditions has been developed. The results can be used to design university development strategies, improve internal quality assurance systems in higher education, and elaborate ESG-related policies. Conclusions and Prospects for Further Research. The third mission is a key factor in ensuring institutional resilience, humanitarian cohesion, and the European integration-driven development of universities. Further research should focus on developing indicators for assessing the social impact of universities and modeling the effectiveness of third mission implementation in higher education.

Engineering education increasingly faces a dual requirement: graduates must master embedded sensing, actuation, and basic control, while also developing sustainability-oriented decision-making competencies. This paper presents EcoGrow, a low-cost smart greenhouse teaching platform designed for Education for Sustainable Development (ESD) and project-based learning (PBL) in resource-constrained contexts. EcoGrow integrates an Arduino Mega 2560, a DHT22 temperature–humidity sensor, an I2C LCD, relay-driven actuators (12 V fan, mist pump, and lighting), and a Windows Forms (WinForms) desktop application communicating via serial for real-time monitoring, manual override, threshold configuration, and data logging. Rather than positioning EcoGrow as a novel greenhouse automation product, we frame it as a replicable teaching intervention that makes sustainability operational through measurable trade-offs (e.g., stability vs. duty cycle; humidity recovery vs. water proxy) and transparent control design choices (e.g., hysteresis, minimum on/off time). The paper contributes (i) a replicable hardware–software architecture for hands-on sustainability-oriented engineering education, (ii) a structured PBL module with explicit alignment to SDG 4, SDG 2, SDG 12, and SDG 13, and (iii) an evidence-based evaluation framework combining learning artifacts, rubric-based assessment, and log-derived indicators suitable for publishable reporting. The results from demonstration and classroom deployment show that EcoGrow reliably supports core learning outcomes in embedded systems and control, while enabling explicit sustainability reasoning grounded in data.

The article underscores the Socio-Cultural and Economic Factors Impeding the Sustainable Development of Girl-Child Education in Northern Nigeria. It was based on the literatures which were reviewed. It also begins with some conceptual clarifications—of girl-child, girl-child education and sustainable development; and in addition, the article has been underpinned by a feminist theory of “gender inequality” propounded by Marx. The education of the girl-child is something that is of paramount importance but, despite that, there are a lot of factors which have been identified as the challenges of girl-child education in the northern part of Nigeria—social, cultural and economic factors. The social factors, for example, are numerous—illiteracy/ ignorance, educational inaccessibility, poor educational infrastructures in schools, social insecurity and sexual harassment. Under the cultural factors, there are gender stereotyping, early marriage, forced marriage, and interpretation of religious doctrines. However, economically, there are also some challenges or factors impeding the development of girl-child education—low economic incomes of parents, commercial value of girls, unemployment, commercial child labour and commercial sex. Lastly, there are also the conclusion and recommendations in the article. It was recommended that, the girl-child education should be re-intensified and some cultural practices deterring the development of girl-child education in the north should be abolished. The religious leaders are expected to play some fundamental roles in the development of the girl-child education and there should be an effective “Criminal Justice System” for social security. However, the “Poverty Alleviation Programmes” of the governments should be re- intensified and more parents should be provided with job opportunities. The essence of doing that is to cater for the daily needs of the families and their development.

This paper investigates the integration of virtual reality (VR) in teaching sustainable development within various educational contexts in Finland. VR offers immersive, experiential learning opportunities that enhance students’ understanding of complex concepts, fostering both cognitive and affective learning. Key challenges include field-specific adoption, second-language learner support, and logistical constraints. A case study on ThingLink’s VR tool highlights its strengths and limitations in fostering systemic thinking. The paper concludes with recommendations for improving VR pedagogy and enhancing its impact on interdisciplinary education.

This paper provides a systematic review of empirical studies on job satisfaction among vocational college teachers in China between 2020 and 2024. Following the PRISMA guidelines, 24 peer-reviewed articles were selected from the Scopus database to identify the key determinants influencing faculty job satisfaction. These determinants are grouped into five categories: organizational environment (e.g., leadership quality and collegial support), economic and welfare conditions (e.g., remuneration and benefits), career advancement opportunities (e.g., training, promotion, and academic mobility), job attributes (e.g., workload, autonomy, and role fit), and individual or psychological factors (e.g., intrinsic motivation, adaptability, and work-life balance). The findings indicate that faculty job satisfaction arises from the dynamic interaction of institutional arrangements, individual characteristics, and contextual conditions, with notable disparities observed across regions, institution types, and divisions between urban and rural areas. The primary contribution of this study lies in synthesizing fragmented research into an integrated conceptual framework that clarifies the multidimensional determinants of job satisfaction specific to China's vocational education context. By bridging methodological and thematic gaps in the literature, this review not only consolidates existing evidence but also offers a structured basis for future empirical research and the formulation of policy based on evidence. Furthermore, it provides actionable insights for institutional leaders and policymakers to support teacher mental and physical health, improve organizational effectiveness, and support the sustainable development of vocational education in China.

Youth education is key to building skills and awareness for meaningful change that leads to a sustainable future. The main objective of the survey was to identify the most commonly used teaching methods and to explore Montenegrin students' reflections on the importance of and satisfaction with the teaching of Education for Sustainable Development (ESD) in 9-year compulsory school subjects. The data was collected between September and November 2022 using an online application, with 705 students responding. The results showed that traditional teaching methods, characterised by teacher-centred instruction and passive student engagement, are still the predominant approach in compulsory education, indicating a gap between current practices and the holistic learning objectives of the ESD guidelines. Secondly, the study showed that the Native language had the greatest influence on students' sustainable habits, followed by biology, geography, maths, and nature. This suggests that the number of lessons per week can influence students' ESD knowledge, although subjects with fewer lessons can still have an impact if they are centred on ESD topics. The third conclusion is that students were equally satisfied with the ESD knowledge acquired in all subjects. The results underline the urgent need for student-centred methods that focus on connecting students with nature, for more hours per week in ESD-related subjects, and for a stronger inclusion of ESD content in general-taught subjects.

Using open-source software and interdisciplinary teaching to increase digital forensics accessibility, and inclusivity, with sustainable development and learning in higher education

Globalization and social change have made physical education, health, and physical activity essential to achieving global health objectives. Despite progress in policy design, cultural adaptation, and practice innovation, persistent challenges such as resource inequality, cultural misalignment, and limited efficacy hinder sustainable development. This study explores the evolution of policies, cultural integration, and reform practices in physical education and health, aiming to analyze shared global experiences and unique national approaches while identifying opportunities and challenges to support sustainable progress in the field. Method: This study combines literature analysis and case studies, examining policy documents, reports, and case examples from international organizations (e.g., the United Nations, WHO) and key countries (e.g., the U.S., U.K., China). Analysis focuses on four dimensions: 1) Policy: Trends and implementation outcomes of global physical education and health policies. 2) Culture: Integration and adaptation of physical activity in multicultural contexts. 3) Standards: Applicability and implementation of international and regional standards. 4) Reform: Impact of innovative practices on improving education and health outcomes. The findings indicate 1) Policy Evolution: Global policies are shifting toward "health first," "equity and inclusion," and "sport for life" principles. While many countries promote universal health strategies, policy implementation is uneven due to resource disparities and socio-cultural differences. 2) Cultural Integration: Physical education and sports exhibit distinct cultural characteristics. The U.S. emphasizes competition and individual achievement, the U.K. prioritizes social responsibility and gentlemanly conduct, and China focuses on traditional culture and community harmony. Globalization has facilitated cultural integration, but challenges such as cultural conflict and loss of local identity remain. 3) Standards and Assessment: WHO and other international organizations have set standards for health and physical activity with broad applicability, but challenges such as cultural misalignment and rigidity in assessment systems persist. Innovations in school-based physical education curriculum and health monitoring systems offer promising directions for standard optimization. 4) Reform and Innovation: Global best practices underscore the importance of interdisciplinary approaches, resource sharing, and technological support in enhancing physical education and health outcomes. Notable examples include Finland’s “interdisciplinary integration” model, Japan’s community sports initiatives, and Denmark’s “Active Schools” program, each offering valuable insights for global implementation. Sustainable development in physical education and health requires balancing global and local needs, with policy leadership, cultural adaptation, standard frameworks, and innovative practices as key drivers. This study provides theoretical insights and practical guidance for global and cross-national research in the field.

Purpose Integrating sustainability into engineering education is crucial for preparing future engineers with the skills and knowledge needed to address global challenges. This paper aims to examine the challenges related to Engineering Education for Sustainable Development (EESD) as perceived by Chilean academic experts. Design/methodology/approach For this, a systematic literature review was conducted, and the identified barriers were used to structure a questionnaire. This questionnaire was used in a survey that was completed by experts from various Chilean universities, all experienced in sustainable development (SD) and engineering education. Using the FUZZY TOPSIS multi-criteria decision technique, the collected data was analyzed, resulting in a ranked list of barriers. Findings From the 20 barriers presented in the literature, the most relevant according to the experts include resistance to change among academics, decreased interest due to disciplinary research demands, lack of knowledge about sustainability concepts and difficulty in updating curricula at the pace of emerging SD concepts. Originality/value This study aims to contribute to the development of effective strategies for integrating SD into engineering education.

Beyond biohazards: teaching forensic biology practicals with synthetic and non-human samples.

This study investigates how gamified socio-emotional learning (SEL) promotes education for sustainable development and supports children’s holistic development. In order to evaluate gamified SEL interventions for children ages 4 to 12, 17 empirical studies published between 2015 and 2024 were reviewed using a thematic analysis literature review and co-word analysis. Eight major themes surfaced, and these results show that gamified SEL improves communication, empathy, emotional control, and teamwork–all of which are key qualities that are in line with SDG4. Additional recurrent themes including motivation, teamwork, and social-emotional abilities were brought to light by a supplemental co-word analysis of 122 articles. Collectively, the findings highlight the importance of inclusive, reflective, and culturally sensitive gamified approaches in promoting emotional health and lifelong learning. For educators, developers, and politicians looking to incorporate creative, values-based pedagogies into early education, the report provides evidence-based recommendations.

The global environmental crisis has awakened the human community's sense of responsibility and sparked global discussions toward a sustainable future. Discussions led by the UN and the WCED have manifested in the ‘Sustainable Development’(SD) initiative. Korea’s response has been to establish the K-SDGs and emphasize ‘Education for Sustainable Development’(ESD) as an educational approach to achieving these goals. Among ESD’s domains, ecological transition education has emerged as a key educational directive in the 2022 Revised Korean National Curriculum. This study proposed an ecological transition education framework for school art education based on the Curriculum as part of the K-SDGs implementation strategy. By integrating contemporary art discourses on ecology and the environment, this study identifies educational goals and content elements and suggests practical strategies for implementation.

The advancement of digital technology has driven innovation in learning resources, including the use of e-books as supportive media in science education. In the context of ecology learning at the junior secondary level, instructional materials are needed that not only present fundamental concepts but also cultivate scientific literacy and sustainability awareness. This study aimed to develop an ecology e-book grounded in the Education for Sustainable Development framework and to examine its feasibility and effectiveness in enhancing students’ scientific literacy. The research employed a Research and Development approach using the ADDIE model, comprising need analysis, design, development, implementation, and evaluation. The e-book was validated by two material experts, two media experts, and twenty science teachers. Validation results showed a very high level of feasibility, with material experts awarding an average score of 96.3 percent and media experts 95.3 percent, supported by a CVI of 0.95 and a CVR of 0.93, indicating strong content validity. During implementation, the e-book’s effectiveness was tested using a quasi-experimental design with 35 students in the experimental class and 27 in the control class. The analysis revealed a moderate improvement in students’ scientific literacy, with an N-gain of 0.43, while the control class achieved an N-gain of 0.20. Gains were evident in knowledge and competency, particularly in understanding scientific phenomena and epistemic reasoning. The distribution of scores in the experimental class also became more homogeneous, suggesting more even conceptual understanding. Statistical tests confirmed significant differences between the two groups, strengthening the evidence of the e-book’s impact. Students’ responses averaged 81 percent in the very good category, covering content, language, visuals, and usefulness. These findings indicate that the ESD-based ecology e-book is feasible and effective for improving scientific literacy among junior secondary students. Keywords: e-book, ecology, education for sustainable development, scientific literacy.