Sustainable Education Research Articles

Post-pandemic impact on a private University in Malaysia: adapting strategies for sustainable education in chemistry

The emergence of the COVID-19 pandemic marked an unprecedented disruption in global education systems, affecting a vast population of approximately 1.6 billion learners across over 200 countries. Specifically, within Malaysia, where private universities hold a significant role in shaping the educational sphere, the pandemic brought about notable shifts in higher education. This research focuses on the post-pandemic impact on a private university situated in the Malaysian capital, focusing on transformations in teaching and learning approaches, student engagement, and technological integration in chemistry education. Through an in-depth analysis of diverse data sources from students and literatire review, this study aims to shed light on the challenges faced by the teaching and learning process in chemistry and the strategies employed to mitigate the adverse effects. In addition, the study also discusses the potential long-term transformations in higher education that may persist beyond the pandemic and offers recommendations to ensure the resilience and adaptability of private universities in Malaysia. Understanding the post-pandemic impact on private universities is crucial for formulating effective policies and strategies to enhance the quality and accessibility of higher education in the evolving educational landscape.

Using a stakeholder engagement approach to inform professional development programs to promote education for sustainability in schools

This exploratory study highlights the experience and perspective of educators and school leaders implementing sustainability as a cross-curriculum priority (S-CCP) in Queensland, Australia. The barriers and facilitators for integrating S-CCP were explored through qualitative interviews (N = 16). The findings underscored a profound knowledge gap wherein sustainability was interpreted narrowly, emphasizing environmental actions and overlooking the broader socio-economic and equity dimensions. This misperception led to multiple challenges within and outside of the classroom as Education for Sustainability (EfS) was perceived to be tied to environmentally sustainable facilities that require financial resources. A lack of leadership support was also noted. The experience of the educators successfully navigating these barriers are detailed. Furthermore, the findings highlighted the complexities and nuances of sustainability education and provided valuable insights for the design of professional development programs.

Analysis of Perceptions and Requirements for Creative Experiential Activity Curriculum for the Revision of Special Education in South Korea

This study investigates the perspectives of key stakeholders—teachers, principals, and parents of students with disabilities—regarding the 2022 Revised Curriculum, which integrates sustainability and climate change education into the Creative Experiential Activity (CEA) curriculum in special education. It focuses on their perceptions and needs for improving CEA to reflect hands-on learning and sustainable development goals (SDGs), particularly in areas like ICT integration and social inclusion. Through a focus group interview (FGI) and the KJ method of analysis, key themes were derived and organized into six levels to structure the transcripts. The teacher group identified 69 perceptions and 73 needs, with main themes related to ‘extracurricular operation status’, ‘evaluation of extracurricular activities’, and ‘experience activities’. Their needs highlighted ‘suggestions for the revised curriculum’ and ‘expectations for new activities’. The school expert group recognized 37 issues and expressed 74 needs, focusing on incorporating ICT and SDGs, particularly SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities) into the revised curriculum. The parent group, with 58 recognitions and 56 needs, expressed perceptions of extracurricular activities in terms of ‘related knowledge’, ‘negative emotions’, ‘school status’, and ‘positive attitude toward their child’s participation’. Their primary needs included ‘request for student guidance’, ‘expectation for successful social integration of children (SDG 3: Good Health and Well-being)’, and ‘opportunities for participation in education’. Furthermore, this study addresses gaps previously unexamined in the field of special education by analyzing the distinctive needs of special education settings and proposing concrete solutions to address these unmet needs. The findings underscore the necessity of tailoring educational content to the diverse needs of students with disabilities, promoting inclusive practices that align with SDGs and reflect the evolving educational landscape in special education.

Engagement of stakeholders in action-oriented education for sustainability: a study of motivations and benefits and development of a process model

ABSTRACT Purpose Engagement of non-academic stakeholders is an important element of education for sustainability, but is rarely mentioned in contemporary agricultural education literature. This article investigates the process of engagement of non-academic stakeholders into higher education programs on agriculture. Non-academic stakeholders refer to private firms that are focused on the acquisition of knowledge with the objective of achieving a competitive advantage. Design/methodology/approach Eleven cases of agricultural education at the undergraduate (Bachelor’s degree) and graduate (Master’s degree) levels in three different countries (Italy, Greece, Norway) were analysed through interviews with teachers and stakeholders and in-situ observations. Findings Qualitative analysis revealed three categories of motivation (inspiration, marketing, sharing experience), two benefits (energy, problem-solving) and four combined categories (exchange, new knowledge, new workers, practical contribution). A conceptual model, developed in the study, provides guidelines for the engagement process, enabling more collaborative education approaches in agriculture and food. Practical implications The proposed model provides educational institutions with a tool for assessing stakeholder engagement process in new/existing education initiatives, enabling transformation of education from narrow individual disciplines to integration of knowledge sources and a variety of learning arenas in education. Theoretical implications Within the framework of university-industry collaboration in combination with action-oriented education for sustainability, findings provide unique insights into the engagement of stakeholders in education. Originality/value This study contributes to knowledge by applying principles of action learning and focusing on the education side of engagement. The results demonstrated that engagement in action-oriented collaborative education offers several benefits to non-academic stakeholders. This was found to have real effects on farm businesses, manifested as changes in production processes and discovery of new marketing opportunities.

The Impact of Ecological Footprint, Urbanization, Education, Health Expenditure, and Industrialization on Child Mortality: Insights for Environment and Public Health in Eastern Europe.

The purpose of this study is to examine the connection between child mortality in Eastern Europe and ecological footprint, urbanization, education, health expenditure, and industrialization. The study acknowledges the significance of understanding how these factors influence the infant mortality rates in this region from 1993 to 2022. The Grossman Health Outcome (H-O) model investigates the theoretical framework. For the existence of the cross-sectional dependency, mixed-order unit root, and cointegration problem, the famous Cross-Sectional Autoregressive Distributed Lag (CS-ARDL) approach is applied. The research also used the Augmented Mean Group (AMG) and Common Correlated Effects Mean Group (CCEMG) to check robustness. The findings illustrated that health expenditure and education lessen the infant mortality rate in Eastern European countries. But ecological footprint, industrialization and unemployment raise the infant mortality rate. According to the CS-ARDL findings, expenditure on healthcare significantly reduces child mortality. Still, the ecological footprint significantly impacts increasing child mortality. However, the AMG and CCEMG models demonstrate that investing in education is the most effective strategy for reducing child mortality. Therefore, the government of Eastern European countries should provide more priorities in the sustainable urbanization, health expenditure, and education sectors. The robustness of the AMG and CCEMG also demonstrated the strength of the CS-ARDL findings. This research paper contributes to SDG 3 by examining the environmental and health factors that influence child mortality in Eastern Europe. Policymakers, public health professionals, and other stakeholders can use the findings to inform the development and implementation of programs that specifically target the identified causes of child mortality.

DIGITAL TEACHING MATERIAL OF SUSTAINABLE LIFESTYLE THEME WITH ETHNO-PJBL TO PROMOTE STUDENTS’ KNOWLEDGE AND CREATIVE THINKING ABILITIES

Purpose: This study aims to analyze the effects of digital teaching materials on the theme of sustainable lifestyle integrated with Ethno-PjBL on knowledge and creative thinking skills in learning in the Merdeka Curriculum. Theoretical Framework: The idea behind the development of digital learning materials on the theme of sustainable lifestyle is to promote awareness and practice of sustainability among students through the integration of technology in learning. By combining a project-based learning model enriched by local cultural values (Ethno-PjBL), students are not only invited to understand the concept of sustainable lifestyle, but also how to apply it in their cultural context. Method: This study used a quasi-experimental method with a posttest only control group design. The sample of this study was grade X students at SMAN Kota Jambi, with the experimental class using integrated digital teaching materials ethno-PjBL and the control class using conventional learning methods. Data were analyzed using descriptive statistical tests, Kolmogorov-Smirnov normality tests, and Mann-Whitney tests. Results and Discussion: Digital teaching materials on sustainable lifestyle themes integrated with ethno-PjBL have a positive impact on students' knowledge and creative thinking skills. The experimental class using the digital teaching materials showed better results compared to the control class using conventional learning methods. Research Implications: The results of this study support the integration of sustainable lifestyle-themed digital teaching materials with the Ethno-PjBL approach, which not only strengthens students' academic knowledge, but also fosters creative thinking skills and awareness of local cultural values. The findings of this study can encourage educators and policy makers to further adopt and develop contextual and relevant digital teaching materials, especially those that focus on global issues such as sustainability, but are still integrated with local wisdom. The implications of this study also open up opportunities for further research to explore the potential of digital teaching materials in other subjects or at different levels of education.

Sustainable development in African countries: evidence from the impacts of education and poverty ratio

This paper uses the autoregressive-distributed lag model to investigate the effects of education, poverty, trade volume, ICT development, and GDP per capita on sustainability in the 15 largest African economies from 1999 to 2019. The results show a positive correlation between higher tertiary education rates and sustainability, emphasizing the importance of investing in education for sustainable development. In contrast, higher poverty rates are linked to lower sustainability, highlighting the need for poverty reduction efforts. Increased trade volumes are associated with reduced sustainability, indicating the challenges of trade liberalization policies in achieving sustainability goals. However, ICT development has a significant positive impact on sustainability. Interestingly, higher GDP per capita is linked to lower sustainability, potentially due to unsustainable consumption patterns and social inequalities. Policy recommendations for promoting sustainable development in African countries include targeted measures focusing on education and poverty reduction. Gender-friendly policies and initiatives to eliminate educational disparities, especially among marginalized groups, can enhance human capital development. Additionally, promoting e-businesses and sustainable entrepreneurship, along with attracting foreign investment for sustainable education and employment initiatives, can drive economic growth while minimizing environmental impact and fostering inclusive development.

Perceptions of Artificial Intelligence and Its Impact on Academic Integrity among University Students in Peru and Chile: An Approach to Sustainable Education

In a context where artificial intelligence (AI) is transforming higher education, this study analyzes how students’ perceptions of AI influence their academic integrity (INA), with a focus on sustainable education. Through a correlational-explanatory analysis based on Structural Equation Models (SEMs) applied to a sample of 659 students from 13 universities in Chile and Peru, it is observed that AI has a significant and direct impact on academic integrity in both countries (β = 0.44). In Peru, the most influential dimension is trust in education (λ = 0.86), followed by social, economic, security, and risk implications (λ = 0.78), while attitudes towards AI also have a direct impact on integrity factors (β = 0.15). In Chile, the dimensions of trust in education (λ = 0.83) and social and economic impact (λ = 0.79) are most relevant, and the relationships between the dimensions of academic integrity such as justice, respect, and responsibility (λ = 0.71) are stronger. The study highlights the importance of incorporating AI literacy into educational curricula and developing regulatory frameworks that promote its ethical use, linking these actions to sustainable education. The findings highlight the need for sustainable educational approaches that enhance understanding of AI and ensure that its use in academia is beneficial, ethical, and contributes to sustainable development.

Connecting gender equality with sustainability in early childhood: educators understandings in Victoria, Australia

Three decades of international recommendations have highlighted the importance of advancing gender equality in achieving the aims of Education for Sustainability (EfS) at all levels of education. However, there has been a persistent disconnect between considerations of gender and sustainability in early childhood education (ECE). This article presents findings from a small-scale, mixed methods research project that sought to address this gap. The project explored educators’ understandings of the relationship between gender equality and sustainability, using survey and interview methods, with early childhood educators in Victoria, Australia. Key findings indicate a disconnection between discourses of sustainability and gender equality obscures educators’ perceptions of the ways that gender influences EfS in ECE. Equally, while the majority of participants had not previously considered their connection, they believed gender equality is important to, and pedagogically aligned with, their sustainability teaching objectives. The findings are used to propose a Continuum of Gender Equitable Early Childhood Education for Sustainability.

Motivation, attitude, knowledge, and engagement towards the development of sustainability competencies among students of higher education: a predictive study

This quantitative research predictive study evaluates the roles of four variables in developing student sustainability competencies through a curricular intervention. We used the MAKE framework, i.e., (1) motivation, (2) attitude, (3) knowledge, and (4) engagement, to promote the sustainability competencies among students enrolled in four undergraduate courses during the semester of February to June 2022. We surveyed the students to determine the role of the MAKE framework variables in developing sustainability competencies. One hundred four students answered an online Google survey, which gathered the data we subsequently analyzed using IBM SPSS version 26 software. Linear regression statistical results confirmed that the four variables of MAKE have a significant correlation where motivation was highly associated with developing sustainability competencies of students. These findings can guide professors and university policymakers in implementing the MAKE framework to promote sustainable development education.

A Sustainable Educational Tool for Engineering Education Based on Learning Styles, AI, and Neural Networks Aligning with the UN 2030 Agenda for Sustainable Development

This study addresses the United Nations 2030 Agenda Sustainable Development Goals 4, 8, 10, and 12 by developing a resource-efficient tool that promotes equitable quality education and lifelong learning opportunities, supports decent work and economic growth, reduces inequalities, and ensures sustainable consumption and production patterns. This study contributes to sustainable education by providing a tool that is designed to be easy to use, easy to modify, and resource-efficient, making it accessible to institutions with limited technological resources. The tool uses artificial intelligence and a long short-term memory (LSTM) neural network to provide personalized teaching, adapting to the unique learning styles of its users. A custom survey adapted from the Felder–Silverman model was used to track weekly learning style transitions among 72 engineering students at the Faculty of Engineering at the University of Los Llanos. These data were used to build the LSTM model to predict learning style transitions over a 16-week semester. Two interfaces were created: one for instructors, integrating the LSTM model, and one for students, incorporating a custom survey. An OpenAI API-powered chat was also built into both interfaces to provide study advice to students according to their styles and enable professors to personalize their teaching methodologies in engineering education.

Implementasi Program Peningkatan Edukasi di bidang Lingkungan Hidup

The implementation of the Education Improvement Program in the field of Environment is a strategic effort to increase public awareness and knowledge about environmental issues. The program is designed to meet increasingly complex environmental challenges by providing an effective and sustainable education. This study evaluates the effectiveness of various environmental education methods, including seminars, workshops, and media campaigns. Through a data-based approach, the analysis was carried out to measure the impact of the program on changes in participants' attitudes and behaviors towards environmental issues. The results show that interactive and participatory methods are more successful in increasing community understanding and engagement. This finding is expected to be a reference for the development of better environmental education programs in the future.

Trainee Teachers’ Shift towards Sustainable Actions in Their Daily Routine

The argument made in this study is that sustainability is a system of beliefs that extends beyond policy and the classroom to transform actions and societies into pro-sustainable behaviours. Therefore, it is crucial to equip trainee teachers to embrace their role as catalysts for change in driving Sustainable development goals, sustainable thinking, systems thinking, wise consumption, sustainable competencies, and sustainable action in their daily lives. The lack of practice-led research on incorporating Education for Sustainable Development (ESD) into trainee teachers’ training programmes is noted in the literature. This qualitative practice-led research explored trainee mathematics and technology teachers’ (TMTTs) experiences learning about sustainability. Kolb’s experiential theory framed this study theoretically. The data were collated from twenty purposively selected TMTTs via semi-structured interviews and reflective diaries. All ethical protocols were observed. The analysis highlighted the core experiences TMTTs gained in learning about sustainability, transformative learning, design thinking, wise consumption, agency, and sustainable teaching strategies. Theoretically, the findings emphasise the importance of using an ESD perspective and experiential learning methods to integrate sustainability education into mathematics and technology teaching. The results suggest that when TMTTs are encouraged to actively engage with sustainability issues in their communities, informed decisions are made about their future roles as teachers, the teaching strategies they intend to use, and the type of learning they aim to foster in their learners.

Composting modernity

We have reached the logical end of modernity as it lays waste to the natural world, discards people, and reveals its inherent and thus continual violence. Withdrawing our energy from and breaking down the constellation of modern beliefs, we can repattern ourselves and our communities for a life-giving future. In its structure and content, this article demonstrates a relationality approach to sustainability and climate education that undertakes practices to emplace humans back within the living world. Indigenous philosophies of place as well as posthumanism offer relational notions of time, space, place, and land to consider. Pedagogy-rich, the article provides practices for: restoring the history of modernity as a decolonial counternarrative; composting the most problematic beliefs and practices of modernity; providing tracings of and for possible futures; deriving pedagogical entry points of relevance to learners; and nurturing ways of being that can build a rooted, more life-giving way of being.

The Evolution of Educating for Sustainable Development in East Asia: A Bibliometric Review, 1991–2023

This systematic review addressed the need for documentation and analysis of the scope and topical foci of research on education for sustainable development (ESD) in East Asia. The review used descriptive, content, and keyword co-occurrence analyses to synthesize features of 1915 Scopus-indexed journal articles published between 1991 and 2023. The authors found that research interest in ESD in East Asia has grown rapidly, accelerated by the pronouncement of the United Nations Decade of Education for Sustainable Development in 2005 and the Sustainability Agenda 2030 in 2015. Researchers in China, Malaysia, Japan, South Korea, Indonesia, and Thailand have been the leading contributors to this regional knowledge base. Consistent with global ESD reviews, content analysis revealed that this literature emerged from studies of environmental education and gradually expanded to include sociocultural, economic, and integrated perspectives on sustainability. Keyword co-occurrence analysis revealed three thematic clusters: Environmental Sustainability in Education, Social Sustainability in Education, and Teaching and Learning for Sustainability. Temporal co-word analysis highlighted the research front, which includes environmental research focusing on carbon/energy issues, technology-enhanced learning for sustainability, empirical research methods for studying ESD, and, to a lesser degree, studies of the economic pillar of sustainability in education. Recommendations are offered for future research.

Cultural Sensitivity and Social Well-Being in Embassy Architecture: Educational Approaches and Design Strategies

Over the past two decades, the expanding environmental and ecological crises highlight the need to broaden the concept of sustainability to encompass support for cultural sensitivity and social well-being. This study explores the role of architectural education in fostering cultural sensitivity and social well-being in embassy architecture within a framework of environment–behavior studies. It starts from the premise that the architectural values of a culture are deeply rooted in the relationship between the users, architecture, and surrounding environment. State-sponsored architectural works (e.g., embassies, consulates, cultural centers) built outside the country are viewed as symbolic representations of a nation’s diplomatic and cultural influence. These architectural typologies hold a unique potential to act as bridges for cross-cultural dialogue and foster a collective sense of global citizenship. In order to develop and assess the teaching curriculum, a specific assignment was given to master’s students of the Faculty of Architecture, University of Belgrade, with the aim to explore how engineering education can be adopted to motivate students toward sustainable attitudes and design solutions. While traditional diplomatic architecture emphasizes inward-facing, fortress-like design strategies, establishing physical and symbolic barriers between the embassy’s territory and the surrounding context, this research advocates for a more holistic approach oriented toward cultural sustainability, openness, and integration within an urban context. Key findings highlight creative solutions for balancing cultural representation with functional requirements while prioritizing community engagement, environmental responsibility, and user well-being. By demonstrating the two distinctive architectural strategies, this study contributes to the culturally responsive embassy design within the broader context of sustainable architectural education.

Post-pandemic impact on a private university in Malaysia: adapting strategies for sustainable education in chemistry

The emergence of the COVID-19 pandemic marked an unprecedented disruption in global education systems, affecting a vast population of approximately 1.6 billion learners across over 200 countries. Specifically, within Malaysia, where private universities hold a significant role in shaping the educational sphere, the pandemic brought about notable shifts in higher education. This research focuses on the post-pandemic impact on a private university situated in the Malaysian capital, focusing on transformations in teaching and learning approaches, student engagement, and technological integration in chemistry education. Through an in-depth analysis of diverse data sources from students and literatire review, this study aims to shed light on the challenges faced by the teaching and learning process in chemistry and the strategies employed to mitigate the adverse effects. In addition, the study also discusses the potential long-term transformations in higher education that may persist beyond the pandemic and offers recommendations to ensure the resilience and adaptability of private universities in Malaysia. Understanding the post-pandemic impact on private universities is crucial for formulating effective policies and strategies to enhance the quality and accessibility of higher education in the evolving educational landscape.

Empowering K–12 pupils: Fostering problem-solving skills through sustainable entrepreneurship and computational thinking

ABSTRACT Preparing today’s students for a digital world with diverse social challenges requires innovative teaching–learning scenarios. To empower students to develop solutions in an increasingly complex world, it’s essential to strengthen both their subject-specific knowledge as well as their problem-solving skills. In the area of domain knowledge, the interplay between entrepreneurship, sustainability, and digital technologies has emerged as a critical factor in addressing global challenges through innovation. Although the individual competency areas are well documented in the relevant research, teaching–learning scenarios that combine sustainability, entrepreneurship, and information technology (IT) education are underrepresented. This article explores the integration of sustainability-oriented entrepreneurship education within IT education through a project-based teaching approach. To visualize and facilitate the learning process, a problem-solving canvas is integrated. Hence, it presents a best-practice example of how entrepreneurial IT education can be implemented in schools using hackathons. Additionally, the article provides recommendations for educational policy based on these insights.

Responsible Consumption: Developing Sustainable Habits of Living for The Future

This study looks at consumer behavior in a variety of socioeconomic circumstances with regard to sustainable consumption trends and variables. The study highlights the importance of personal beliefs, sociocultural elements, and outside influences by using a mixed-methods approach to uncover subtle patterns in consumer choices. To comprehend the intricacies of sustainable consumption, the theoretical framework incorporates socioeconomic variables, environmental psychology, and marketing methods. To collect both quantitative and qualitative data, the study makes use of questionnaires, interviews, and content analysis. The results emphasize how business sustainability activities and education play a part in influencing sustainable customer behavior. According to the research, there are still issues that need to be resolved, such as the absence of uniform sustainability criteria and more robust governmental interventions. The results highlight the significance of comprehensive approaches incorporating business, policy-driven, and educational activities for a sustainable future.

Social Mobile Learning with 21st Century Learning for Thailand Education 4.0

The Thailand 4.0 initiative aims to transform the country into a digital economy, with education reform being a crucial component. Social mobile learning has the potential to support this transformation. However, engagement with social mobile learning varies among different groups. This paper examines the relationship between education reform, the Thailand 4.0 initiative, and social mobile learning. It explores the challenges of communication for sustainability, the importance of reflection in understanding complexity, the role of design thinking in teaching sustainability, and examples of teaching for sustainable development within the context of Thailand 4.0 and social mobile learning. The study's findings suggest that while social mobile learning can support education reform and the Thailand 4.0 initiative, effective engagement varies. Incorporating sustainable development teaching into Thailand 4.0's education system can help promote a culture of sustainability.