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It is widely recognized that higher education institutions (HEIs) have a crucial role to play as catalysts for change, as they can offer educational and research-driven approaches to identify the most pressing challenges related to sustainability and develop strategies to address them. They also serve as centers for creating, testing and sharing knowledge about possible solutions to social, environmental and economic problems. Many universities around the world are actively demonstrating their commitment to equipping students with the skills and knowledge necessary to contribute to climate change mitigation and adaptation, and to promote sustainability in all its dimensions. This understanding can inspire them to take meaningful action. The role of universities in education for sustainable development (ESD) is crucial. It is vital that future citizens, professionals and decision makers base their decisions on well-informed perspectives. For this reason, educational and research programs focused on climate change and sustainability are of utmost importance. In this context, one of the biggest challenges facing higher education institutions today is how to adapt their curricula to go beyond traditional teaching methods and adopt multidisciplinary approaches to education for sustainable development (ESD). In a rapidly evolving and increasingly complex world, curricular reform must be addressed in an integrated and comprehensive manner. While higher education institutions are making greater efforts to incorporate sustainability into their programs, the degree to which sustainability topics are integrated varies across disciplines and educational levels. Many majors and courses still have significant potential for greater integration of sustainability concepts. To achieve this, pedagogical approaches must incorporate a critical perspective on the global impacts of economic decisions, considering diverse worldviews and narratives to encompass cultural and contextual differences. Additionally, the learning process must be student-centered, focusing on real-world challenges and situations to ensure relevance and engagement. But achieving truly sustainable societies requires more than simply introducing improvements and innovations in teaching and learning practices. It is essential to ensure that higher education institutions become a true instrument to drive change. To achieve this, institutions must take concrete steps to position themselves as agents of a values-driven transition towards sustainability. This implies not only incorporating sustainability into educational plans, but also applying sustainability principles to research and its internal strategies and operations. Therefore, sustainability should not be considered simply another component of academic programs; It must become the central framework that guides the daily activities of higher education institutions. In this context, this collection welcomes articles that include a critical and solid analysis of the challenges that higher education faces to improve ESD. More precisely, this collection aims to bring together examples of innovative teaching methodologies, successful initiatives focused on sustainability challenges, organizational best practices, novel research on sustainability-related learning outcomes, and lessons learned from experiences designed and implemented to equip students, educators, and staff with the skills necessary to meet the challenges of our time. Keywords Sustainability Higher education Agenda 2030 Sustainable Development Goals Education for Sustainable Development
In science education, students read, write, draw, and represent across multiple modes for a variety of reasons and in a variety of contexts. While these activities can be seen as having primarily a communicative purpose, this thematic collection focuses on their connection to learning. This connection has been well established in the literature, where it is argued that these activities are not simply expressions of learning, but are fundamental to the learning process. This thematic collection brings together a variety of topics around language and literacy in science that represent a growing recognition of the fundamental role of language in cognition and/or emotion and learning, and a broadening perspective on the multimodal nature of languages, including visual, material, and embodied modes of representation.
The Journal of Nutrition Education and Behavior is seeking papers that aim to understand or use digital technologies for nutrition education, to modify dietary behaviors, to identify nutrition-related needs or disparities, or to inform programs and policies through formative, pilot, and evaluation studies. Topics of interest include: mobile/smartphone application interventions electronic health records online grocery shopping geospatial tools and geotargeting extended reality (including virtual, augmented, and mixed reality) artificial intelligence serious games social media any other relevant technology