-SDG 4 Quality Education Collection

Springer is calling for articles to our new Collection on Education for Sustainable Development and Global Citizenship, in support of the UN Sustainable Development Goal: SDG 4 which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Education has an important role to play in giving learners the knowledge and skills needed to promote sustainable development. This collection creates a cross-disciplinary space for researchers and educators working across various types of education, from early childhood to vocational and higher education, as well as all the subject areas and educational psychology, focused on addressing this significant global issue. We bring together scholarship that supports the UN Sustainable Development Goals (UN SDGs), explores policy and community issues, and makes a difference to education for a sustainable future.

We encourage submissions including, but not limited to, the following topics:

- education for sustainable development and sustainable lifestyles

- human rights education

- education on gender equality

- peace education

- promotion of a culture of peace and nonviolence

- global citizenship

- intercultural education

- education for international understanding

- scientific literacy

- Future-oriented thinking

- inclusive education

We are happy to hear your ideas for short commentary or a collection of articles, please contact one of our publishers to discuss this before submitting.

Submission Procedure:

Submission is possible to the participating journal of your choice, please select TC: SDG4 - Quality Education in the electronic submission portal.. Accepted articles will be published in their respective journal, as well as highlighted on the Collection page. Please contact one of our publishers if you have further questions.

Publisher Contacts

Puja Dayal, publisher: STEM, Medical and Vocational Education

Lawrence Liu, publisher: STEM, Medical and Vocational Education

Jolanda Voogd, publisher: Language education, linguistics and learning


  • Jun-Jie Tseng

    Jun-Jie Tseng (曾俊傑) is an associate professor in the English Department of National Taiwan Normal University. He is currently the editor-in-chief of English Teaching & Learning. While his teaching primarily focuses on teaching practicum associated with English education and bilingual education, his research interests are related to technological pedagogical and content knowledge, multimodal pedagogy, and bilingual education.

  • Yueh-Kuei Hsu

    Yueh-Kuei Hsu (許月貴) is an associate professor in the Department of English at National Taiwan Normal University. Her research interests include teaching and assessing young EFL learners, teaching and researching autonomy, and language teacher development.

  • R. Malatesha Joshi

    R. Malatesha Joshi, Ph.D., is the University Professor of Literacy Education and Educational Psychology at Texas A&M University, and the Editor of Reading and Writing and the monograph series Literacy Studies. He has received numerous national and international awards. His research focuses on Bilingualism and Biliteracy, Differential Diagnosis and Intervention of Reading and Spelling Problems, Literacy Acquisition in Different Languages, Literacy/Reading, Orthography and Dyslexia.

  • Patricia A. Crawford

    Patricia A. Crawford is an associate professor in the Department of Teaching, Learning, and Leading, where she works in the Early Childhood Education and Language, Literacy, and Culture programs. She teaches a variety of courses related to literacy and learning, and mentors graduate students who are aspiring researchers and teacher educators. She also serves as coordinator of the Early Childhood Education program and is a faculty coordinator for the Pitt in Florence Early Childhood Education Study Abroad Program. She is Editor in Chief of Early Childhood Education Journal, an international publication of Springer Nature.

  • Sabine Glock

    Sabine Glock works at the School of Education, Bergische Universität Wuppertal. Her research in Cognitive Science, Cognitive Psychology and Neuropsychology has a special focus on disadvantaged groups of students, especially immigrant students and students’ socio-economic status. She is the Editor-in-Chief of Social Psychology of Education since January 2022.

  • Ali Kemal Tekin

    Dr. Ali Kemal Tekin is a Professor and an international expert in the field of Early Childhood Education (ECE). He holds Masters and Ph.D. degrees from The Pennsylvania State University. He is an active researcher and has numerous publications and conference appearances and keynote speeches at international level over 25 countries. His research interests include family involvement, program development, early bilingual education, assessment & evaluation in ECE, motivation, and efficacy of ECE teachers, ECE development and policy, and play. He also serves international organizations such as UNESCO and NAEYC.

  • Sherick A. Hughes

    Sherick Hughes, MA, MPA, Ph.D., is the Samuel M. Holton Distinguished Professor of Education at The Univ. of North Carolina at Chapel Hill. He is one of the pre-eminent scholars of critical race studies, black education, and the social context of schooling in urban and rural settings. He has worked for over 20 years investigating and addressing equity issues at the intersection of theory, policy, and practice. He has applied a variety of research methods that inform international dialogues on how inequitable social structures are developed, reproduced, and resisted; including the processes of learning and unlearning intergroup Biases.

  • Timothy Teo

    Dr. Timothy Teo is a professor from the Department of Educational Psychology, Chinese University of Hong Kong. His research interests are inter-disciplinary and include both substantive and methodological areas, organized into three fields. These are ICT in Education (Technology acceptance and adoption; Internet Addiction; E-learning), Educational Psychology (Self-efficacy-teachers and students; Beliefs about teaching and learning; Meta-cognition), Music Education (Psychological processes of music teaching and learning), and Quantitative Methods (Psychometrics; Instrument development and validation; Cross-cultural measurement

  • Sibel Erduran

    Sibel Erduran is Professor of Science Education, Director of Research in the Department of Education and Fellow of St Cross College at Univ. of Oxford, UK. She is also Professor II at Univ. of Oslo, Norway. She serves as the President of the European Science Education Research Association; Editor-in-Chief of Science & Education and an Editor for International Journal of Science. Her work experience includes positions in the USA, Ireland as well as the UK. Her research interests focus on the infusion of epistemic practices of science in science education and she has a keen interest in the professional development of science teachers

  • John M. Braxton

    John M. Braxton is Professor Emeritus, Higher Education Education Leadership and Policy Program, Peabody College of Vanderbilt University and Senior Resident Scholar, Tennessee Independent College and University Association. Professor Braxton has over 115 publications in the form of books, book chapters and referred journal articles He also is the recipient of two awards for outstanding contributions to knowledge that advance the understanding of higher education.

  • Claire Howell Major

    Claire Howell Major is Professor of Higher Education at the University of Alabama in Tuscaloosa, Alabama. Major has authored and co-authored several books, including Engaged Teaching: A Handbook for College Faculty, Interactive Lecturing, Student Engagement Techniques, Collaborative Learning Techniques, and Learning Assessment Techniques, Teaching Online: A Guide to Theory, Research, and Practice and Teaching for Learning: 101 Intentionally Designed Educational Techniques to Put Students on the Path to Success. She has made over 100 presentations word wide and is the co-founder of the K. Patricia Cross Academy

  • Kent J. Crippen

    Kent J. Crippen is a Prof. of STEM Education and an Irving and Rose Fien Endowed Professor in Education in the College of Education at the Univ. of Florida. His research involves addressing the grand challenge of an inclusive and robust STEM workforce through deep, on-going collaboration and mentoring focused on the design, development, and evaluation of innovative learning environments that couple networked learning technologies with authentic science and engineering experiences. The U.S. National Science Foundation, the National Inst. of Health, the Department of Education's Institute of Education Sciences have all funded his work

  • Georgina Tuari Stewart

    Associate Professor at Auckland University of Technology in Māori Studies and Education. Formerly one of few Māori speaking senior school teachers of Science/Pūtaiao. Author of Māori Philosophy: Indigenous thinking from Aotearoa (Bloomsbury, 2021) and lead editor of Writing for Publication: Liminal reflections for academics (Springer, 2021). Associate Editor of JRSNZ, Deputy Editor of EPAT, and Co-Editor of NZJES since 2018.

  • Nesta Devine

    Nesta Devine was educated at public schools in Aotearoa New Zealand (where public schools really are public: they are owned by the state and open to all). She studied English, History and finally Education at the University of Otago and at the University of Auckland. Her Phd was in political economy: a study of ‘public choice theory’, one of the dominant theories of neo-liberalism. She taught History in secondary schools for many years, and then worked in teacher education at the University of Waikato. For the last 12 years she has worked with postgraduate students, mostly at the doctoral level, at Auckland University of Technology.

  • Lin Lin Lipsmeyer

    Dr. Lin Lin Lipsmeyer is the Development Editor-in-Chief of the Educational Technology Research and Development (ETR&D) journal. Lin is Professor and Department Chair of Teaching and Learning at the Simmons School of Education and Human Development at Southern Methodist University. Her research, which focuses on Technology in Education and Immersive Learning, has resulted in over 110 refereed publications.

  • Tristan Johnson

    Dr. Tristan Johnson is the Research Editor-in-Chief for the Educational Technology Research and Development Journal. Tristan is an Associate Dean for Graduate Programs at Boston College. Tristan has had many diverse experiences in leading, managing, creating, and implementing a variety of online and tech tools, materials, and programs to support learning in applied and professional settings. He is proud to have had collaborative opportunities to apply his work to industry, government, and academia in a variety of settings including engineering, science, and education.

Articles (14 in this collection)