Sustainable Education Practices Research Articles

Enhancing Prior Knowledge Development in English Language Education through Chat GPT-Assisted Learning

This study investigates the potential of Chat GPT as a tool to develop students' prior knowledge in English language education. Recognizing the importance of foundational knowledge in effective language acquisition, this research explores how Chat GPT can support English language learners by pre-activating vocabulary, contextual understanding, and cultural awareness. Through a quasi-experimental design involving control and experimental groups, the study examines the effectiveness of Chat GPT-assisted learning activities compared to traditional methods. Participants in the experimental group receive customized pre-learning prompts and exercises generated by Chat GPT, aiming to bridge gaps in cultural and contextual understanding prior to formal instruction. Data is collected via pre- and post-tests, structured interviews, and observations to measure improvements in students’ readiness and comprehension. The findings highlight the impact of AI-driven tools on enhancing student engagement and knowledge acquisition in language education, offering practical insights into Chat GPT’s role in supporting differentiated instruction and personalized learning. This study contributes to pedagogical approaches by positioning Chat GPT as an adaptable, resource-efficient tool for language educators, especially in contexts where access to native English interaction is limited. The results provide evidence-based recommendations for integrating AI in classrooms, supporting instructional design and policy development for sustainable and inclusive education practices.

The Green School Concept in Elementary Schools as an Effort to Form Sustainable Behavior and Environmental Awareness

Green schools address "nature-deficit disorder" by creating an environment that supports children's interaction with nature. This concept should be implemented since elementary school to form a generation that cares about the environment, is healthy, and is ready to face sustainability challenges. The main objective of this study is to find an effective sustainability education strategy that supports environmental-based education practices in green schools and a learning environment that supports environmental awareness and sustainability. This study uses the Systematic Literature Review (SLR) method to identify, review, evaluate, and interpret relevant research. Researchers conducted a literature search in Pubmed, Garuda, Google Scholar, Scopus, and Springer Link with the keywords "sustainability education," "environmental education practices," and "green schools." Articles were selected based on inclusion criteria, namely focusing on sustainability education and environmental-based practices in green schools and having relevant empirical data. Articles that met the criteria were analyzed to identify trends, challenges, and practical strategies for implementing sustainability education. The results highlight that Green Schools significantly contribute to academic performance, environmental awareness, and the development of pro-environmental behaviors. Practical implementations, such as project-based learning activities like recycling projects and school gardening, enhance students' engagement with sustainability topics. This research underscores the importance of adopting Green School practices at the elementary level as a long-term investment in creating environmentally responsible future generations.

The Role of Lifelong Learning in Labour Market Competitiveness

Technological advancements and global economic shifts increasingly necessitate lifelong learning to adapt to dynamic labor market conditions. This study aims to investigate the role of lifelong learning in enhancing labor market competitiveness, professional development, and societal progress, while integrating the principles of the circular economy to highlight sustainable education practices. The research focuses on how continuous skill development fosters resilience and adaptability among workers and supports resource efficiency and sustainability goals. A mixed-methods approach was employed, combining primary and secondary data. The primary research included qualitative interviews with individuals who successfully transitioned through retraining, as well as a quantitative survey targeting employed adults. These methods provided comprehensive insights into the motivations, challenges, and outcomes of lifelong learning. Secondary research involved an extensive literature review and analysis of relevant statistical data to contextualize the findings. The results emphasize the critical importance of lifelong learning in mitigating barriers to employability, such as skill obsolescence and labor market disruptions. The study reveals that integrating circular economy principles into education fosters resource-conscious decision-making and equips workers with the competencies required for sustainable development. Despite obstacles like limited time and financial constraints, participants consistently reported enhanced professional value, increased employability, and greater personal fulfillment through lifelong learning. The added value of this research lies in its interdisciplinary approach, bridging human resource development and sustainability. By linking lifelong learning with the circular economy, the study provides actionable insights for policymakers, educators, and businesses aiming to create a resilient, innovative, and sustainable workforce. This alignment supports not only individual career advancement but also broader societal and environmental goals, contributing to long-term economic growth and stability.

An informal and transformative learning environment: The case of ODTÜ Bostan community garden in Turkey

This study explores the role of ODTÜ Bostan (METU Garden), a community garden at the Middle East Technical University in Turkey, in promoting sustainability education, ecology, and food consumption practices. For ten years, ODTÜ Bostan has been a collaborative space where participants—including students, academic and non-academic staff, and their families—grow and share food using ecological agricultural methods. This research examines how this community garden creates a setting for alternative and interdisciplinary learning, supporting practical engagement, critical thinking, and community interaction for community participants. Drawing on the Education for Sustainable Development and transformative learning frameworks, this qualitative study employs autoethnography, thematic analysis of eight semi-structured interviews, and content analysis of archival data. The findings indicate that ODTÜ Bostan not only enhances participants' sustainability competencies but also serves as an educational laboratory, demonstrating the potential of community gardens to address global challenges such as climate change and biodiversity loss. The study highlights the importance of integrating interdisciplinary and learner-centered approaches in higher education leading to collective action for societal change toward sustainability.

Quality and Sustainable Education (SDG4): Usability of Online Educational Applications in Unexpected Online Learning Implementation

Objectives: This study aims to assess the usability of online educational applications (OEAs) among teachers during the unforeseen implementation of online distance learning. Specific objectives include characterizing respondents' profiles, evaluating the usability of each OEA, exploring the relationship between resources, technological skills, and OEA usability, and capturing teachers' lived experiences with OEAs in the context of promoting quality and sustainable education. Theoretical Framework: The study is anchored in the theory of connectivism, which emphasizes the importance of networks and the use of diverse online resources in learning, particularly in unexpected online learning scenarios, and its implications for achieving quality and sustainable education. Method: A convergent mixed-method design was utilized, combining quantitative data from a modified System Usability Scale and a researcher-made questionnaire with qualitative data from interviews. The study involved 105 teachers from partner schools who participated in training on various OEAs, including Kahoot, Quizizz, Padlet, and Mentimeter. Results and Discussion: The findings revealed that the usability of the OEAs was rated as marginally acceptable, with all applications scoring below the acceptable SUS average of 68. A significant relationship was found between technological skills, availability of resources, and OEA usability. Interviews highlighted that while teachers appreciated the training provided, the success of online education, and its alignment with quality and sustainable education goals, depends on adequate resources and ongoing support. Research Implications: The study underscores the need for continuous professional development and resource allocation to improve the usability of OEAs in sustaining quality online education. It suggests that schools should invest in both technological resources and training to enhance the effectiveness of online learning, thereby contributing to the broader objectives of quality and sustainable education. Originality/Value: This research provides valuable insights into the usability challenges of OEAs in emergency online learning contexts, contributing to the ongoing discourse on sustainable education practices and the pursuit of quality education during unforeseen disruptions.

Promoting Scientific Literacy by Teaching in Primary Education the Issue of "Biomass for Biodiesel"

In exploring the integration of biomass education into the primary education curriculum for biodiesel production, the purpose of this study is twofold. Firstly, it aims to highlight the importance of incorporating renewable energy concepts into early education to foster environmental consciousness and sustainability practices from a young age. By teaching students about the potential of using biomass for biodiesel, they can develop an understanding of alternative energy sources and their impact on reducing carbon emissions. Secondly, this study provides practical insights into how educators, as the key players, can effectively implement biomass topics in primary school classrooms. The provision of strategies, resources, and lesson ideas empowers educators, making them feel capable and confident in their role. This ultimately equips students to address the challenges of a changing world. Through this dual purpose, the study not only empowers educators but also contributes significantly to the ongoing discourse on sustainable education practices in primary schools, making them feel part of a larger, impactful movement.

Linking Curriculum Implementation To School SDG: A Systematic Review

Objective: The research aims to explore how recent changes in curriculum implementation have affected school SDG, and what future research directions this area will pursue. Method: The review painstakingly combed through six databases using the PRISMA approach, finding and evaluating 61 pertinent papers. With the initial support of Leximancer, iterative content analysis brought to light important themes including curriculum, students, and education, highlighting their crucial roles in forming sustainable educational practices. Results and Discussion: The results show that post-2020 research production is going to increase due to increasing emphasis on education and commitments to global sustainability. However, issues still exist, such as the paucity of longitudinal research and the predominance of geographic biases originating from Europe and Asia. To improve the robustness and application of findings, future research should concentrate on longitudinal studies, interdisciplinary approaches, stakeholder participation, and creative methodologies. Research Implications: In an effort to clarify its complex effects, this systematic literature review (SLR) examines the complex link that has developed over the course of a decade between curriculum implementation and school sustainability. Originality/Value: The study highlights how curriculum leadership can have a transformative impact on the global promotion of sustainable education practices, and it advocates for deliberate interventions to support resilient educational systems that are in line with sustainability objectives and quality education.

Future of Undergraduate Education for Sustainable Development Goals: Impact of Perceived Flexibility and Attitudes on Self-Regulated Online Learning

The COVID-19 pandemic accelerated the adoption of online learning, particularly in higher education institutions. This shift underscores the importance of sustainable education practices aligned with the United Nations’ Sustainable Development Goals (SDGs). SDG 4 emphasizes inclusive and equitable quality education, highlighting how online learning environments can enhance accessibility and flexibility for students worldwide. SDG 9 underscores the role of technological advancements in education. SDG 10 focuses on reducing inequality within and among countries, and online education can bridge educational disparities by offering flexible learning options to diverse socioeconomic backgrounds. SDG 17 emphasizes the importance of partnerships, which have been crucial in developing effective online learning solutions. This study investigates the relationship between undergraduate students’ self-regulated online learning, perceived flexibility, and attitudes towards the use of distance learning environments at a state university in İzmir, Türkiye. Utilizing a survey-type correlational research model, data were collected from 300 undergraduate students. The results indicate that undergraduate students exhibit high-level self-regulation, perceive moderate flexibility, and hold positive attitudes towards the use of distance learning environments. The analysis showed that self-regulated online learning is moderately correlated with perceived flexibility and strongly correlated with attitudes towards the use of distance learning environments. These findings suggest that both perceived flexibility and positive attitudes towards the use of distance learning environments play important roles in predicting self-regulated online learning. This research provides valuable insights for educators and institutions aiming to enhance the online learning experience by promoting self-regulated learning behaviors and flexible learning environments.

Innovative Professional Learning Communities and Sustainable Education Practices through Digital Transformation

Education is the most important part of sustainable society development. Traditional approaches to permanent lifelong educator training often fail to produce lasting changes in teaching practices (UN, Goal 4). This paper examines how educator involvement in a professional learning community (PLC) ensures equitable quality education and promotes lifelong learning opportunities for all and a sustainable digital transformation of the teaching and learning process. Participation in PLC and the use of contemporary learning environments positively impact the quality of educators’ work, thereby enhancing the overall educational process. This study utilised a quantitative methodology, employing both descriptive and inferential statistics to analyse the data. Results indicate that a balanced integration of formal PLC structures and guidance, combined with elements of a non-formal, broader PLC and external incentives and support (such as projects), can surpass mere exchanges of best practices, foster innovation, and support the sustainable digital transformation of educators. This approach leads to a sustainable shift in pedagogical paradigms. The PLC_IP model (focused on including digital technologies and effective teaching strategies) enhances collective educator efficacy, contributing to improved teaching quality. For PLCs to achieve sustainability, they must be dynamic entities that adapt to the evolving educational landscape, ensuring their continued relevance and impact with rising completion rates over time. Our findings underscore the importance of innovative PLCs in driving sustainable educational development and improvement and provide a framework for future research and practical applications in educational settings. In addition, PLCs can strengthen the means of implementation and revitalise the global partnership for sustainable development (UN, Goal 17).

Embedding Sustainability in Engineering Education World Café: Reflections for Future Practice

We present the reflective learning account from organising a World Café to share engineering educators’ practices in embedding sustainability education, addressing the question: is the World Café a good practical solution to share sustainability education practice in our post pandemic world? Conversations have the power to create change, in line with approaches such as Critical Pedagogy (Giroux, 2020). Our perspective as diverse engineering educators informed the workshop and our reflections and this is mirrored in our analyses. The World Café is a process which has been extensively used to encourage open communication and problem solving (Brown, Isaacs and World Café Community, 2005) and which we thought relevant to enhancing sustainability education practices. A commitment to education for sustainable development (ESD) is increasingly expected (UNESCO, 2023; AdvanceHE and QAA, 2021) and engineering educators are rising to the challenge. Learning from one another, educators shared their actions, plans and dreams around the three pillars of sustainability. Using a Word Café to discuss challenges around sustainability education proved successful. We recommend that engineering educators and conference organisers consider this approach in creating a sense of urgency around sustainability that instigates collaboration and acts as a catalyst for action. The approach can be taken further by using it as a data collection tool, co-creating knowledge from our practice.

Between evidence and delusion – a scoping review of cognitive biases in Environmental and Sustainability Education

Exposing learners to sustainability-related topics can present affective–motivational challenges for learners, which may prompt cognitive bias. Cognitive bias directly influences how individuals perceive and process sustainability-related information, thereby also influencing sustainability-related behaviour and decision-making. Therefore, cognitive bias may also present a significant obstacle to the purposes of Environmental and Sustainability Education. Notwithstanding its potential relevance, there is no comprehensive understanding of how cognitive bias is currently addressed in Environmental and Sustainability Education. This review scopes scientific literature that addresses cognitive bias in Environmental and Sustainability education, based on SCOPUS, Web of Science and ERIC. We identified 21 articles that matched our search criteria. We identified four superordinate categories of cognitive bias that were addressed in the literature, including bounded rationality, confirmation bias, self-enhancement and ambiguity aversion. Moreover, we distinguished three perspectives from which cognitive bias is discussed in the literature: (i) education to mitigate bias associated with sustainability-related matters, (ii) bias as a barrier to Environmental and Sustainability Education and (iii) bias at the research-paradigm level. The list of identified biases provides evidence that cognitive bias may play an important role in Environmental and Sustainability Education scholarship and practices, which suggests that more research on this topic is needed.

Liaoning University ChopMelon Net Project: Innovative Research on Sustainable Education Based on Real Social Issues

The purpose of this study is to evaluate how the ChopMelon Net online learning platform can contribute to the effectiveness of sustainable education by incorporating real social issues. The core innovation of ChopMelon Net is that it provides a learning environment that connects learners directly to real-world challenges and aims to enhance learners’ understanding of sustainable development theory. The study employed the technology acceptance model (TAM), theory of planned behavior (TPB), and knowledge–Behavior gap theory (KBGT) to design the questionnaires and semi-structured interviews in order to comprehensively assess the impact of ChopMelon Net on learners’ skill enhancement. The results showed that learners not only showed significant improvement in critical thinking and problem-solving skills after using ChopMelon Net, but also expressed a high level of satisfaction with the educational content and interactive experience provided by the platform. In addition, the study found that ChopMelon Net effectively promoted learners’ awareness of the importance of sustainable education and behavioral change through its innovative educational model, which provides important empirical support for future sustainable education practices and the design of online education platforms. This study highlights the importance and effectiveness of incorporating real social issues into the teaching and learning process, with far-reaching implications for sustainable innovation in education.

Visualizing climate targets: mapping the 93 funded E.U. Erasmus+ projects versus SDGs and horizon missions targets

ABSTRACT This study investigates the 93 awarded projects from the Erasmus+ Knowledge Alliances (KA) program between 2014 and 2018 from the perspective of their contribution to the climate-related UN Sustainable Development Goals (SDGs) – SDG13: Climate Action and the climate-related European Commission’s Horizon Missions (HMs) – HM2: Climate-neutral and Smart Cities and HM5: Climate Change Adaptation and Societal Transformation. It aims to investigate if the KA projects have advanced the progress toward achieving climate targets. KA projects address sustainability transitions in Europe. After indexing the projects, a three-step system for analysis was adopted. First, a content analysis of the description written about each project in the advertised booklet. Then, via human screening, the projects were identifed in relation to the UN SDGs and HMS and then identified the projects that have climate-related targets. Afterward, these findings were visualized to associate the SDGs and HMs with the geographic location of the projects. This study contributes to the understanding of the KA-awarded projects in relation to the climate-related targets. The studu shows that the majority of KA projects do not have climate-related targets although they claim to foster transformative learning in sustainability education practices. This demonstration may help evaluate the efficacy of EU programs and funding lines at large, despite the EU's climate neutrality policies. It also raises questions about the effectiveness and on-ground fund allocation concerning the climate crisis.

Development of Environmentally Conscious Islamic Religious Education Curriculum at Elementary, Secondary, and Tertiary Education Levels

The aim of this study is to identify and analyze environmentally conscious approaches that can be integrated into the Islamic Religious Education (PAI) curriculum at various levels of education, from elementary to tertiary education. This research also explores teaching strategies that can be used to introduce environmental concepts within the context of PAI. The research method employed is a literature review, involving the collection and analysis of relevant literature on environmental education, the PAI curriculum, and environmentally conscious approaches in religious education. The results of this research are expected to provide guidance for the development of a more inclusive PAI curriculum regarding environmental issues, as well as practical guidelines for PAI educators to integrate environmentally conscious aspects into their teaching. This research has the potential to make a positive contribution to sustainable religious education understanding and practices, promoting environmental awareness and social responsibility among students and university students. In conclusion, the integration of environmentally conscious perspectives into the PAI curriculum can be a crucial step in preparing the younger generation to face global environmental challenges in the future.

The Perceptions and Experiences of In-Service Teachers in a Computer Science Professional Development Program

This research aimed to investigate the perceptions and experiences of in-service teachers participating in a professional development (PD) program focused on computer science (CS). The main research question explored the teachers’ perceptions of their experience in the CSPD program, while sub-research questions examined the challenges encountered and the program’s impact on their capacities to teach CS in elementary schools. The study adopted an interpretivist paradigm and employed a qualitative research approach to understand the subjective meanings and hidden factors underlying teachers’ experiences. Data collection involved observations, reflection essays, and a semi-structured focus group interview. The data analysis was guided by the community of practice elements. The findings revealed prerequisite challenges faced by the teachers, such as the need to develop self-directed learning and research skills. Additionally, the PD program was found to enhance teachers’ knowledge, skills, and confidence in teaching CS. It also fostered changes in their beliefs and self-efficacy. Challenges in the pre-implementation and implementation stages were also revealed, including conflicting perspectives, limited supervisor support, and passive learning and teaching. These findings provide valuable insights that can contribute to the design of effective PD initiatives in CS education and promote sustainable education practices.

Gamification of Primary Education

Young minds learn and explore through play. In an increasingly digitised world, ‘play’ has shifted its base to digital and virtual worlds, even for the youngest minds with basic cognitive skills. The relevance of sustainable education practices for early learners becomes paramount, especially in the wake of recent pandemic of COVID -19 which catapulted the education system into the digital domain. The paper elucidates the core problem of adapting traditional education systems to the digital era. Evolving definitions of sustainable education, learning, retention, educator and learner are fructified and shifting dynamics between them, through primary data from providers of gadgets or technology and secondary research on changes in child psychology due to prolonged exposure to digital and virtual worlds. The research takes into account the disparities prevalent in different regions of India and shares insights into the challenges and opportunities unique to this demographic with a specific focus on the rural-urban divide. The research delves into the significance and effectiveness of gamification in e-learning to bridge these gaps and enhance learning outcomes, offering a fresh perspective on sustainable education practices. However, cautions against the plausible negative impacts on child psychology from excessive screen time and gamification-induced addiction are discussed. Sustainable education can harness the power of gamification to engage and inspire young learners and there is a great scope for growth in this dynamic field while remaining vigilant of the negative repercussions. Ultimately, the paper provides a valuable framework for educators and policymakers navigating the ever-evolving landscape of digital education.

A Comparative Analysis of Sustainable Development Education Practices in Japan and Germany

A Comparative Analysis of Sustainable Development Education Practices in Japan and Germany

Sustainable Education in Ukraine: Introducing the EU Language Policy Course into the Ukrainian Curriculum

This article describes the experience gained during the implementation of the Erasmus+ Jean Monnet Module “European Union Language Policy” (EULP) in Ukraine. Ukraine has chosen a course of EU integration, a decision that has significantly affected its political, cultural, and social life. Participation in Erasmus+ projects facilitates Ukraine`s rapid and effective introduction to EU sustainable education practices. The EULP project team consisted of Ukrainian and Lithuanian academicians who together developed the programme of the course, focusing on five target groups: graduate students, post-graduate students, high school teachers, researchers, and civil society representatives. The EULP’s sustainable and multidisciplinary approach combines linguistic and cultural competences necessary for Ukrainian citizens in view, joining the European Union in the future. Our observations demonstrate that an increasing number of educational courses that combine professional training with expanding knowledge about the EU facilitate the process of reforming and integrating Ukraine into the common EU education area.

ZBEU'S Greenmetric Perspective

Environmental and sustainability issues are becoming increasingly important as rapidly advancing technology damages the environment and a growing world population depletes natural resources. UI GreenMetric draws attention to environmental and sustainability issues in higher education institutions, which are expected to provide research solutions to important global challenges. As a result of sustainability studies, sustainable and green campuses Zonguldak Bülent Ecevit University, which plans and manages its formation, aims to be a university that contributes to sustainable life as an "Exemplary Sustainable Green Campus" with environmentally sustainable education and training practices on national and international platforms. ZBEU is one of the most environmentally friendly universities in Turkey

Addressing Challenges in Kazakh Education for Sustainable Development

Sustainability education equips individuals with the knowledge, skills, and values to address complex environmental, social, and economic challenges. Like many other nations, Kazakhstan recognizes the importance of integrating sustainable development principles and values into education to foster a sustainable and resilient future. However, several hurdles, such as the COVID-19 lockdown, have impeded the country’s effective implementation of Education for Sustainable Development. The study explores these barriers and constraints and proposes potential strategies for advancing sustainability education practices in the Kazakh educational scene. This study used a qualitative methodology involving interviews with first-year students from four Kazakh universities. The study results show that preserving the role of education in fostering a sustainable society will pave the way for a brighter and greener future for the nation and its citizens beyond lockdown. The findings revealed that using the transformative power of education, Kazakhstan, with its more sustainable and inclusive education system, can nurture a generation equipped with the knowledge, skills, and values necessary to advance the country towards a sustainable future. The findings and conclusions of this study can guide policymakers, educators, and stakeholders in better addressing the challenges of sustainable development in Kazakhstan and enhancing ESD practices in Kazakh schools and institutions.