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Les petits États insulaires en développement (PEID), mais aussi d'autres pays en développement, en particulier dans les pays du Sud, sont toujours confrontés à des défis particuliers pour assurer des moyens de subsistance durables à leur population actuelle ainsi qu'aux générations futures. Il s'agit notamment de l'accès et de la production ainsi que de la fourniture abordable d'énergie. Malgré un grand potentiel de production d'énergie renouvelable, la disponibilité et le rapport coût-efficacité des technologies d'efficacité énergétique, les pays du Sud restent fortement tributaires des combustibles fossiles pour répondre à leurs besoins énergétiques, notamment en raison d'un manque de ressources humaines qualifiées dans le secteur de l'énergie. L'adoption de solutions TIC, dans le domaine de l'énergie, peut être une mesure transversale précieuse pour promouvoir l'éducation à la durabilité et résoudre le problème chronique des capacités humaines qui entrave l'adoption plus rapide des technologies énergétiques durables dans les PEID. S'appuyant sur un exemple concret de projet impliquant les petits États insulaires en développement, ce document explore l'importance des cours en ligne en libre accès pour améliorer l'apprentissage tout au long de la vie. L'étude de cas « Apprentissage tout au long de la vie sur l'efficacité énergétique, l'accès et la sécurité dans les petits États insulaires en développement d'Afrique et du Pacifique » (L3EAP) offre des informations précieuses sur le développement pratique et la mise en œuvre d'une approche axée sur la demande. Le module d'apprentissage L3EAP répond aux besoins et aux demandes distinctifs des pays en développement en matière de connaissances et de technologies dans le domaine de la production d'énergie durable, de la production d'énergie renouvelable, de l'efficacité énergétique et de la sécurité énergétique. Conformément à la tendance mondiale de la numérisation, il est suggéré que les cours d'apprentissage en ligne en libre accès peuvent stimuler l'éducation au développement durable, comme en témoignent le nombre croissant d'opportunités d'apprentissage en ligne librement accessibles et l'intérêt croissant d'autres groupes de parties prenantes, par exemple les entreprises et le personnel gouvernemental. Enfin, le document propose également des recommandations et des mesures pour intégrer et utiliser les solutions d'apprentissage des TIC à l'appui du renforcement des capacités individuelles et du développement socio-économique durable dans les pays du Sud. Los pequeños Estados insulares en desarrollo (PEID), pero también otros países en desarrollo, especialmente en el Sur Global, aún enfrentan desafíos distintivos para garantizar medios de vida sostenibles para su población actual, así como para las generaciones futuras. Estos incluyen el acceso y la producción, así como el suministro de energía asequible. A pesar de un gran potencial para la producción de energía renovable, la disponibilidad y la rentabilidad de las tecnologías de eficiencia energética, el Sur Global todavía muestra una gran dependencia de los combustibles fósiles para satisfacer sus demandas de energía, sobre todo debido a la falta de recursos humanos calificados en el sector energético. Adoptar soluciones de TIC, en el área de la energía, puede ser una medida transversal valiosa para promover la educación para la sostenibilidad y abordar el problema crónico de la capacidad humana que limita la adopción más rápida de tecnologías de energía sostenible en los PEID. A partir de un ejemplo concreto de proyecto que involucra a los Pequeños Estados Insulares en Desarrollo, este documento explora la importancia de los cursos en línea de acceso abierto para mejorar el aprendizaje permanente. El estudio de caso "Aprendizaje permanente sobre eficiencia energética, acceso y seguridad en los pequeños Estados insulares en desarrollo de África y el Pacífico" (L3EAP corto) ofrece información valiosa sobre el desarrollo práctico y la implementación de un enfoque impulsado por la demanda. El módulo de aprendizaje de L3EAP aborda las necesidades y demandas distintivas de conocimiento y tecnología de los países en desarrollo en el campo de la producción de energía sostenible, la producción de energía renovable, la eficiencia energética y la seguridad energética. En línea con la tendencia mundial de la digitalización, se sugiere que los cursos de aprendizaje en línea de acceso abierto pueden impulsar la educación para el desarrollo sostenible, lo que se refleja en el creciente número de oportunidades de aprendizaje en línea de acceso abierto y el creciente interés de otros grupos de partes interesadas, por ejemplo, empresas y personal gubernamental. Por último, el documento también propone algunas recomendaciones de lecciones y medidas para integrar y utilizar soluciones de aprendizaje de TIC en apoyo de la creación de capacidad individual y el desarrollo socioeconómico sostenible en el Sur Global. Small Islands Developing States (SIDS), but also other developing countries especially in the Global South, still face distinctive challenges to ensure sustainable livelihoods for their current population as well as future generations. These include the access to and the production as well as provision affordable of energy. Despite a large potential for the production of renewable energy, availability and cost-effectiveness of energy efficiency technologies, the Global South still show a heavy reliance on fossil fuels to meet its energy demands, not least due to a lack of skilled human resources in the energy sector. Embracing ICT solutions, in the area of energy, can be a valuable crosscutting measure to promote education for sustainability and address the chronic human capacity problem that constrains the quicker uptake of sustainable energy technologies in SIDS. Drawing from a concrete project example involving Small Island Developing States, this paper explores the importance of open-access online courses for improved lifelong learning. The "Lifelong Learning on Energy Efficiency, Access and Security in African and Pacific Small Island Developing States", (short L3EAP) case study offers valuable insights into the practical development and implementation of a demand-driven approach. The L3EAP learning module addresses distinctive knowledge and technology needs and demands of developing countries in the field of sustainable energy production, renewable energy production, energy efficiency and energy security. In line with the global trend in digitalization, it is suggested that open-access online learning courses can boost education for sustainable development, reflected by the increasing number of openly accessible online learning opportunities and growing interest by further stakeholders groups, e.g. businesses and government staff. Finally, the paper also proposes some lessons recommendations and measures for integrating and utilizing ICT learning solutions in support of individual capacity-building and the sustainable socio-economic development in the Global South. لا تزال الدول الجزرية الصغيرة النامية، وكذلك البلدان النامية الأخرى خاصة في الجنوب العالمي، تواجه تحديات مميزة لضمان سبل العيش المستدامة لسكانها الحاليين وكذلك للأجيال القادمة. ويشمل ذلك الحصول على الطاقة وإنتاجها وتوفيرها بأسعار معقولة. على الرغم من الإمكانات الكبيرة لإنتاج الطاقة المتجددة وتوافر تقنيات كفاءة الطاقة وفعاليتها من حيث التكلفة، لا يزال الجنوب العالمي يُظهر اعتمادًا كبيرًا على الوقود الأحفوري لتلبية احتياجاته من الطاقة، لأسباب ليس أقلها نقص الموارد البشرية الماهرة في قطاع الطاقة. يمكن أن يكون تبني حلول تكنولوجيا المعلومات والاتصالات، في مجال الطاقة، تدبيرًا شاملًا قيمًا لتعزيز التعليم من أجل الاستدامة ومعالجة مشكلة القدرات البشرية المزمنة التي تقيد الاستيعاب الأسرع لتكنولوجيات الطاقة المستدامة في الدول الجزرية الصغيرة النامية. مستمدة من مثال مشروع ملموس يشمل الدول الجزرية الصغيرة النامية، تستكشف هذه الورقة أهمية الدورات التدريبية المفتوحة الوصول عبر الإنترنت لتحسين التعلم مدى الحياة. تقدم دراسة الحالة "التعلم مدى الحياة بشأن كفاءة الطاقة والوصول إليها وأمنها في الدول الجزرية الصغيرة النامية في أفريقيا والمحيط الهادئ" (L3EAP) رؤى قيمة حول التطوير العملي وتنفيذ نهج قائم على الطلب. تتناول وحدة التعلم L3EAP الاحتياجات والمطالب المعرفية والتكنولوجية المميزة للبلدان النامية في مجال إنتاج الطاقة المستدامة وإنتاج الطاقة المتجددة وكفاءة الطاقة وأمن الطاقة. تماشياً مع الاتجاه العالمي في الرقمنة، يُقترح أن دورات التعلم عبر الإنترنت مفتوحة الوصول يمكن أن تعزز التعليم من أجل التنمية المستدامة، ويتجلى ذلك في العدد المتزايد من فرص التعلم عبر الإنترنت التي يمكن الوصول إليها بشكل مفتوح والاهتمام المتزايد من قبل المزيد من مجموعات أصحاب المصلحة، مثل الشركات والموظفين الحكوميين. وأخيرًا، تقترح الورقة أيضًا بعض توصيات وتدابير الدروس لدمج واستخدام حلول تعلم تكنولوجيا المعلومات والاتصالات لدعم بناء القدرات الفردية والتنمية الاجتماعية والاقتصادية المستدامة في الجنوب العالمي.

Application of new methodologies at Spanish universities is essential to improve the teaching–learning process, although their implementation for the initial training of students is not common. The aim of this study was to use the flipped classroom (FC) methodology in the sports management area of the bachelor’s degree in Physical Activity and Sport Sciences (DPASS). Students (n = 370) from private (n = 284) and public (n = 86) universities participated in different activities, ending with the completion of a survey in which the impact of an FC was analysed in three dimensions: (1) interaction, (2) learning, and (3) methodology and resources. The results show significant differences concerning ownership (private universities are more highly rated than public universities). In terms of gender (with no significant differences), the female students had a better perception of the FC. The most highly valued aspects in the dimensions were as follows: (1) they are more likely to collaborate with their classmates (3.95 + 1.05); (2) learning is more active and experiential (3.69 + 0.86); and (3) with an FC, they spent more time than in other subjects. The most used device was laptop (68.4%). This pioneering study is of relevance to faculty members in the field of sports as it enhances students’ engagement with their learning development.

The paradox of Chinese learners refers to a contrast between poor learning approaches and high achievement in China, which reveals a lack of sustainability in Chinese education. In addressing this paradox, Jin Li stood out by studying culture-based learning concepts and providing a comprehensive theoretical framework of the Eastern virtue model versus the Western mind model. However, this framework has not been thoroughly tested in the age of global cultural exchange, and the best learning model for learners has not been determined. This paper used both qualitative (replicating Li’s word association test) and quantitative methods to retest and enrich Li’s theory in present-day China, using four empirical studies. Studies 1 and 2 revealed the influence of global cultural exchange in narrowing the gap between the two models, with appropriate modifications made to Li’s theory. Studies 3 and 4 demonstrated that both of the two models were conducive to students’ academic achievement and creativity, greatly enriching Li’s theory. The implications of achieving a dynamic balance between the virtue model and the mind model to improve the sustainability of Chinese student development are discussed, which contributes to achieving the United Nations’ Sustainable Development Goals.

Geoscience is relevant to issues in sustainability in many ways, for example through the aspects of earth sciences connected to the environment, climate, geohazards, energy and natural resources. There is also significant support for the use of active fieldwork experience as an effective way to teach sustainability in earth science. Some of the best sites for exploring sustainability issues in geoscience are those designated for special attention, such as geoparks, geosites, nature reserves and World Heritage Sites. Former mining areas are another type of useful locality to teach about sustainability in geosciences, as these sites usually present ample evidence of severe mining impacts on the environment and people through time. Historical mining activities can present typical examples of non-sustainable ways of working alongside modern remediation projects to manage severe environmental problems. Here, the Great Copper Mountain in Falun, central Sweden, is presented as an example of a “suitable field study site” for teaching sustainability in geoscience. This site is a former mining area, today museum and visiting resort and a designated UNESCO World Heritage Site. Mining and human activities have had a severe impact on this landscape for up to 1000 years. As a result, it is an example of a historical non-sustainable activity that is now the site of active and developed remediation work that aims for a sustainable future for both environment and people. The Falun site presents themes useful for teaching both geoscience and sustainability, and it is presented in order to demonstrate the advantages of using a site like this for teaching sustainability in earth science.

This paper focuses on the competencies in environmental health acquired by students during compulsory education. Questionnaires addressing environmental health problems were completed by 923 students of primary and secondary schools from five different Spanish regions. The results for five challenging situations related to hunger, consumerism, climate change, pollution in the cities and allergies are analysed according to the internal coherence of each sub-competency, i.e., addressing knowledge, skills and attitudes towards these topics. Our results show that problems related to air and water pollution were the most commonly described by the students. Focusing on competency achievement, the higher the educational level, the higher the score students obtained, especially regarding pollution and climate change, two problems that appear directly in the school curriculum. The complexity of the concept of environmental health matches with the necessary holistic perspective of the Sustainable Development Goals in a polyhedral approach including as many factors (facets) as necessary to complete the approach to this evolving concept.

The application of Information and Communication Technologies in the classroom encourages student learning by increasing their motivation and promoting collaborative teamwork. The aim of this study was to analyze the differences on intrinsic motivation of university students considering contextual variables when working specific contents through digital tools and virtual gamified strategies. Nine hundred and nineteen university students (18–21 years old) participated in the study. A descriptive cross-sectional study was performed considering four different variables: gender, working language, subject nature and academic degree. The applications used were Kahoot and Vevox and student motivation was assessed through an adapted version to the university context of the Intrinsic Motivation Inventory (IMI) Questionnaire. A higher score for bachelor´s degree compared to vocational training for the dimensions interest-enjoyment and effort-importance, together with a lower level in tension-pressure were revealed. Only the effort dimension was different between genders, being higher for female. Practical subjects showed higher values in bachelor´s degree for interest, competence, effort, and lower scores concerning tension-pressure. Finally, the teaching in Spanish revealed better scores in all dimensions compared to English, especially when the subject nature is practical. In line with previous results, university students showed good levels of intrinsic motivation when virtual gamified tools were used.

Digital education is a recently highlighted challenge for educational innovation. This study aimed to discover the educational conditions in which teachers and students may be involved during the pandemic, and how these may affect teachers’ workload and educational quality. A Mixed Methods Design was used, where quantitative and qualitative data were obtained and analyzed. An ad hoc questionnaire was created and sent to teachers of different levels of education (pre-university) and types of school (public and private). Predictive variables of working hours were analyzed by carrying out a multiple regression. Moreover, changes experienced by teachers were studied by analyzing qualitative data. The variables type of teaching, students’ access to electronic resources, and instant training in online teaching predicted teachers’ working hours. Furthermore, participants cited having changes in workload and being overwhelmed during this period, having less contact with students, and experiencing changes in working environment as the most important variables affecting the new working conditions. In conclusion, teachers’ training in online education and the provision of electronic resources for students should be a priority to make online learning possible, to avoid the problem of teachers needing to perform extra work in similar future conditions, and to foster educational innovation.