scholarly journals The Development of Extended Reality in Education: Inspiration from the Research Literature

2021 ◽  
Vol 13 (24) ◽  
pp. 13776
Author(s):  
Xingrong Guo ◽  
Yiming Guo ◽  
Yunqin Liu
Keyword(s):  
Sustainable Development ◽  
Bibliometric Analysis ◽  
Mixed Reality ◽  
Empirical Studies ◽  
Knowledge Structure ◽  
Education For Sustainable Development ◽  
Research Literature ◽  
Research Trends ◽  
Emerging Trends ◽  
Prolific Authors

Education is an important driving force for sustainable social development. Emerging technologies such as extended reality (XR), including augmented reality (AR), virtual reality (VR) and mixed reality (MR), have been widely used. Recently, a large number of theoretical and empirical studies on the use of XR in the field of education for sustainable development have emerged. This paper uses bibliometric analysis to analyze the publication and citation trends of articles, prolific authors, institutions and countries, influential works, current topics, emerging trends, and knowledge structure to explore the overall productivity and XR research trends in the field of education for the period 1991–2021. Future development directions are also considered. On the basis of bibliometric analysis, this paper puts forward suggestions for the application of XR in the field of education for sustainable development.

scholarly journals Mapping the Landscape and Structure of Research on Education for Sustainable Development: A Bibliometric Review

2020 ◽  
Vol 12 (5) ◽  
pp. 1947 ◽  
Author(s):  
Philip Hallinger ◽  
Vien-Thong Nguyen
Keyword(s):  
Sustainable Development ◽  
Knowledge Base ◽  
English Language ◽  
Current Knowledge ◽  
Empirical Studies ◽  
Education For Sustainable Development ◽  
Intellectual Structure ◽  
Geographic Diversification ◽  
The Past ◽  
K 12

This systematic review of research used science mapping as a means of analyzing the knowledge base on education for sustainable development (ESD) in K-12 schooling. The review documented the size, growth trajectory and geographic distribution of this literature, identified high impact scholars and documents, and visualized the “intellectual structure” of the field. The database examined in this review consisted of 1842 English language, Scopus-indexed documents published between 1990 and 2018. The review found that the knowledge base on ESD has grown dramatically over the past 30 years, with a rapidly accelerating rate of publication in the past decade. Although the field has been dominated by scholarship from Anglo-American_European nations, there is evidence of increasing geographic diversification of the ESD knowledge base over the past 15 years. Citation analyses identified authors who have had a significant influence on the development of this literature. Author co-citation analysis revealed three “schools of thought” that comprise the “intellectual structure” of this knowledge base: Education for Sustainable Development, Developing a Sustainability Mindset, Teaching and Learning for Sustainability. Document content analyses led to the conclusion that the current knowledge base is heavily weighted towards critical, descriptive and prescriptive papers, with an insufficient body of analytical empirical studies. Several recommendations are offered for strengthening this literature.

Higher education for sustainable development: a systematic review

2016 ◽  
Vol 17 (5) ◽  
pp. 633-651 ◽  
Author(s):  
Yen-Chun Jim Wu ◽  
Ju-Peng Shen
Keyword(s):  
Higher Education ◽  
Systematic Review ◽  
Sustainable Development ◽  
Academic Research ◽  
Environmental Issues ◽  
Education For Sustainable Development ◽  
Research Trends ◽  
Complete Understanding ◽  
Content Type ◽  
Practical Implications

Purpose This study aims to provide a complete understanding of academic research into higher education for sustainable development (HESD). Design/methodology/approach This study utilizes a systematic review of four scientific literature databases to outline topics of research during the UN’s Decade of Education for Sustainable Development (DESD). Findings This study compares research trends and United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) strategic perspectives, worldwide topics and the number of studies. The results show that the research trends did not match UNESCO’s perspectives well and that researchers’ focus on popular events led to the variation between the numbers of articles each year. In summary, the findings indicate that most researchers base their topics on environmental issues, and research trends indicate the need for the integration of HESD. Practical implications This study provides a systematic review of higher education for academic research into sustainability, and it has implications for researchers and educators by identifying the gaps between the research conducted and the UN’s policies during the DESD. Originality/value This study attempts to offer an integrated view of HESD and to understand the bias of research trends during the DESD.

scholarly journals Känslor, värden och utbildning för en hållbar framtid: Att främja en kritisk känslokompetens i klimatundervisning

2019 ◽  
Vol 13 (2) ◽  
pp. 1 ◽  
Author(s):  
Maria Ojala
Keyword(s):  
Climate Change ◽  
Sustainable Development ◽  
Emotion Regulation ◽  
Role Models ◽  
Empirical Studies ◽  
Emotional Awareness ◽  
Education For Sustainable Development ◽  
Vital Role ◽  
Emotion Regulation Strategies ◽  
Regulation Strategies

SammanfattningKlimatförändringarna är ett av de mest allvarliga hållbarhetsproblem som mänskligheten står inför och är en viktig del av utbildning för hållbar utveckling. Genom dess existentiella, politiska och moraliska/etiska karaktär är klimatfrågan värdeladdad och även förknippad med en mängd känslor. Många människor oroar sig över klimatförändringarna och studier har visat att känslor ofta uppväcks i klassrummet då man undervisar om detta problem och andra hållbarhetsutmaningar. Syftet med denna artikel är att genom en genomgång av teorier och tidigare empiriska studier visa på att inte bara känslor utan också känslohanteringsstrategier är en viktig del av klimatundervisningen och att lärare spelar en viktig roll för om dessa strategier kommer att främja eller hindra läroprocesser inom detta område. Lärare har betydelse både genom att vara förebilder och genom hur de bemöter ungas känslor i klassrummet. I artikeln argumenteras för vikten av att inkludera främjandet av en ”kritisk känslokompetens” dels i lärarutbildningen och dels i utbildning för hållbar utveckling i skolan. Avslutningsvis ges några konkreta exempel på hur detta kan genomföras.Nyckelord: utbildning för hållbar utveckling, klimatförändringar, känslor, känslohanteringsstrategier, meningsfokuserad coping, lärandeEmotions, values and education for a sustainable future:Promoting critical emotional awareness in climate educationAbstractClimate change is one of the most serious sustainability problems facing humanity today. It is also an important part of education for sustainable development. Through its existential, political and moral/ethical nature, the climate issue is value laden and also associated with a multitude of feelings. Many people worry about climate change, and studies have shown that emotions are often evoked in the classroom when teaching about this problem and other sustainability challenges. The purpose of this article is to show, through a review of theories and previous empirical studies, that not only emotions but also emotion regulation strategies are an important part of climate change education and that teachers play a vital role in whether these strategies will promote or hinder learning processes. Teachers are important both by being role models and by how they respond to the feelings of young people in the classroom. The article argues for the importance of including and promoting "critical emotional awareness" in teacher education and in teaching about education for sustainable development in schools. In the end of the article some concrete examples of how this can be done are presented.Keywords: education for sustainable development, climate change, emotions, emotion regulation strategies, meaning-focused coping, learning

Praktische Theologie angesichts der ökologischen Krise

2021 ◽  
Vol 25 (2) ◽  
pp. 299-322
Author(s):  
Christian Höger
Keyword(s):  
Sustainable Development ◽  
Religious Education ◽  
Empirical Studies ◽  
Roman Catholic ◽  
Education For Sustainable Development ◽  
Ecological Crisis ◽  
Planetary Boundaries ◽  
Ecological Awareness ◽  
Practical Theological

Abstract This article clarifies essential concepts and describes what the actual ecological crisis is about, based on the model of planetary boundaries from Stockholm University. Thereupon it is explained to what an extent the perception of this crisis has increased in statements by the Roman Catholic and Lutheran Churches. How the ecological crisis is mirrored in substantial practical theological publications is demonstrated in an overview on the basis of three pertinent monographs on religious education. Then the focus lies on the resulting task of Education for Sustainable Development and on the question of its potential religious contours. Furthermore, relevant empirical studies on ecological awareness and education are presented.

Detecting the historical roots of education for sustainable development (ESD): a bibliometric analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
YuYing Zhang ◽  
Peng Wang
Keyword(s):  
Sustainable Development ◽  
Bibliometric Analysis ◽  
Environmental Ethics ◽  
Citation Index ◽  
Education For Sustainable Development ◽  
Language Games ◽  
Evolutionary Analysis ◽  
Bibliometric Method ◽  
Content Type ◽  
Citation Frequency

Purpose Although several researchers have statistically analyzed references associated with education for sustainable development based on the co-citation frequency, evolutionary analysis based on high-citation references omits literature with low citation frequency, which has a significant impact on the evolution of a discipline. The purpose of this study is to understand and explore the historical processes and roots of the field of education for sustainable development and to understand the theoretical grounding of the field. Design/methodology/approach Based on education for sustainable development publications in the science citation index expanded and social sciences citation index databases from 1992 to August 2020, a new bibliometric method, reference publication year spectroscopy, was adopted to conduct a bibliometric analysis of the 58,588 cited references in 1,778 publications. Findings The earliest reference in the field of education for sustainable development traces back to 1732. There were 21 peaks in this field between 1732 and August 2020. Dewey’s “new three-center theory”"; Bloom’s “taxonomy”; Freire’s “conscientization theory”; the “theory of planned behavior”; Kolb’s “experiential learning theory”; Wittgenstein’s theoretical concepts of “language-games,” “forms of life” and “rule-following” and Leopold’s “land ethics” laid an early theoretical grounding of educational philosophy and environmental ethics for research into education for sustainable development. The new environmental paradigm and the new ecological paradigm have become the most widely used methodological tools for understanding the values and attitudes of people toward the natural environment. Among the 50 most cited references, Lozano and Wals have published the most publications, contributing to promoting the development of research into education for sustainable development. The Journal of Cleaner Production, International Journal of Sustainability in Higher Education and Environmental Education Research have published the most publications related to the field of education for sustainable development. Originality/value The findings of this study are helpful for scholars and practitioners to understand the academic ideological roots, theoretical grounding and important influential literature in the field of education for sustainable development.

scholarly journals Education for Sustainable Development: Evolution and Perspectives: A Bibliometric Review of Research, 1992–2018

2019 ◽  
Vol 11 (21) ◽  
pp. 6136 ◽  
Author(s):  
Gabriela Grosseck ◽  
Laurențiu Gabriel Țîru ◽  
Ramona Alice Bran
Keyword(s):  
Sustainable Development ◽  
Education For Sustainable Development ◽  
Scientific Publications ◽  
Research Directions ◽  
Main Research ◽  
Emerging Trends ◽  
Bibliometric Review ◽  
Number Of Publications ◽  
Interest In Research ◽  
Bibliometric Approach

In recent years, the interest in research concerning Education for Sustainable Development (ESD) has grown considerably. Therefore, a thorough (re)evaluation of this field and its challenges is highly necessary and can help us better understand the diversity of ESD approaches and the ways in which various scholars, countries, institutions, or universities reacted through research and scientific publications to the study of ESD. Using a bibliometric approach, we analyzed 1813 papers on the subject, indexed by the Web of Science, between 1992 and 2018. The main findings increased our understanding of the ESD domain: we identified vital research, landmark studies in the development of the field, critical past contributions, emerging trends, and potentially transformative ideas. The number of publications, authors, and journals has increased, proving that ESD has gained momentum over the period examined in the study. Similarly, there are more and more works written in collaboration by people (scholars, researchers, etc.) from different parts and cultures of the world, indicating that publishing on ESD is like a legacy to international efforts to bring this area of inquiry into the mainstream. Finally, the study illustrates two main research directions for the entire timespan: integration of education into sustainable development and of sustainable development into education.

scholarly journals RESEARCH TRENDS AND ISSUES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT-RELATED RESEARCH IN SOUTH KOREA

2019 ◽  
Vol 18 (3) ◽  
pp. 379-388
Author(s):  
Hyuksoo Kwon ◽  
Eunsang Lee
Keyword(s):  
Sustainable Development ◽  
South Korea ◽  
Research Design ◽  
Quantitative Research ◽  
Education For Sustainable Development ◽  
Research Trends ◽  
Theoretical Research ◽  
Research Topics ◽  
Teachers Attitudes ◽  
Journal Papers

The aim of this research was to explore research trends and issues in Education for Sustainable Development (ESD) in South Korea. To accomplish this, we conducted an analysis of 222 peer-reviewed journal papers related to ESD in South Korea. The research concentrated on identifying four characteristics of ESD research: 1) key publication features, 2) the research topics described, 3) the research design employed, and 4) the types of sample/subjects. The results showed that the initial ESD research began in South Korea in 2005, and the number of the journal papers has increased since 2010. Regarding research topics, more research has been conducted on establishing conceptual or theoretical foundations related to ESD. Moreover, teachers’ attitudes or perceptions and program development associated with sustainable development were studied in depth. There were similar ratios of the theoretical research, quantitative research, and qualitative research regarding research design but mixed methods studies indicating the least ratio. Content analysis was the most prevalent analysis technique for quantitative/mixed ESD research. Regarding data sources or participants, the most common data source was the literature. Several research suggestions were made for assessing ESD programs and in-service teachers’ ESD professional development. Keywords: ESD, South Korea, science education, technology education, research trends.

scholarly journals Research Trends in Mobile Shopping Behavior: A Bibliometric Analysis

2021 ◽  
Author(s):  
S. Saibaba
Keyword(s):  
Systematic Review ◽  
Bibliometric Analysis ◽  
Academic Research ◽  
Knowledge Structure ◽  
Research Trends ◽  
Shopping Behavior ◽  
Reference Analysis ◽  
Word Cloud ◽  
Mobile Shopping ◽  
Visualization Techniques

Abstract The mobile phone, with revolutionary smart capabilities, provided its users enormous benefits, especially the convenience of shopping through websites and applications from anywhere and anytime. There are several academic studies conducted to measure the adoption and usage behavior of consumers towards mobile shopping platforms, for more than a decade. However, the research on mobile shopping behavior had gained more attention only in the last few years. The purpose of this study is to conduct a detailed and systematic review of mobile shopping literature (from the consumer behavior perspective) and perform quantitative analysis, with the help of bibliometric analysis. The study examined 158 academic articles that was obtained from Scopus, to perform bibliometric analysis, and the analysis revealed that the research on mobile shopping behavior had gained more attention between 2012 and 2018. The paper identifies the key contributions in terms of the most productive journals, countries, institutions, papers, and authors in research on consumers’ mobile shopping behavior. The co-citation reference analysis, keyword co-occurence analysis and word cloud technique had been used, to identify the evolution of various themes focused in this area. This study’s results will make researchers and scholars to have better understanding about the knowledge structure of academic research on mobile shopping through bibliometrics and visualization techniques.

scholarly journals The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development

2019 ◽  
Vol 9 (4) ◽  
pp. 260
Author(s):  
Benninghaus ◽  
Mühling ◽  
Kremer ◽  
Sprenger
Keyword(s):  
Sustainable Development ◽  
Systems Thinking ◽  
Scoring Systems ◽  
Education For Sustainable Development ◽  
Research Literature ◽  
Future Research ◽  
Influence Diagrams ◽  
Influence Diagram ◽  
The Future

Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here.

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