Collection
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
Editors
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Mei-Lan Lo
National Taiwan Normal University, Taiwan
Mei-Lan Lo is an associate professor in the Department of English, National Taiwan Normal University (NTNU). She was the director of the Foreign Language Education Division, Common Core Education Committee at NTNU from 2018 to 2019. Her research interests include teacher professional development, reading and writing instruction, bilingual education, and English as a medium of instruction. She has chaired some MOE funded projects and worked closely with bilingual teachers in Taiwan.
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Angela Wu
Mei-Zhen Wu is an assistant professor in the English Department of National Taiwan Normal University. She is currently the editor-in-chief of English Teaching & Learning. She teachers primarily oral related English classes for the undergraduate programs. Her research interest includes English as a second/foreign language listening and speaking through qualitative inquiry methods. In addition, she has been exploring the issues related to co-teaching methodology in Taiwan.
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R. Malatesha Joshi
Texas A&M University, USA
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.
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Patricia A. Crawford , University of Pittsburgh, USA
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.
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Sabine Glock
University in Wuppertal, Germany
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.
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Ali Kemal Tekin University of South Australia, Australia
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.
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Sherick A. Hughes University of North Carolina at Chapel Hill, USA
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.
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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
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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
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John M. Braxton
Peabody College of Education, Vanderbilt University, USA
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.
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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
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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
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Jean M Uasike Allen
Jean M Uasike Allen is of Tongan and European heritage, born and raised in South Auckland, Aotearoa-New Zealand. She has a passion for education and justice. As such, her research interests focus primarily on disrupting colonial ways of knowing and doing by centring Indigenous and Pacific knoweldges, privilege youth voices, critiquing whiteness, and employing arts-based methods as a means of exploring knowledge and re-presentation.
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Sereana Naepi
Dr. Sereana Naepi, a Pacific researcher based in Aotearoa New Zealand, is deeply committed to improving education and research systems. With a rich academic background that includes Waipapa Taumata Rau | University of Auckland, the University of British Columbia, Thompson Rivers University, and Matada Research, Dr. Naepi now shares her knowledge by teaching sociology at both undergraduate and graduate levels. Her research focuses on promoting equity in higher education, using a blend of quantitative and qualitative data to uncover the real challenges within academia.
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Lin Lin Lipsmeyer
Southern Methodist University, USA
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.
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Tristan Johnson
Boston College, USA
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.
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Stewart Riddle
University of Southern Queensland, Australia
Stewart Riddle is an Associate Professor in the School of Education at the University of Southern Queensland. His research examines the democratisation of schooling systems, increasing access and equity in education and how schooling can respond to critical social issues in complex contemporary times.
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HAN Soonghee
HAN Soonghee is professor of education and lifelong learning in the Dept of Education at Seoul National Univ. He is currently the Editor-in-Chief of Asia Pacific Education Review. His academic works have focused mainly on the studies on popular education and critical adult education, learning society and learning ecosystem, and global and comparative studies in citizenship education. His recent research topics are about new educational systems designs for a learning society, and the institutionalization of lifelong learning systems in global level, and philosophical understanding of life-deep learning in in complex social systems.
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Hsin-Kai Wu
National Taiwan Normal University,Taiwan
Hsin-Kai Wu is a Chair Professor in Graduate Institute of Science Education at the National Taiwan Normal University and a Visiting Professor in the Faculty of Education at University of Johannesburg, South Africa. She serves as the Editor-in-Chief of International Journal of Science and Mathematics Education and an associate editor of Journal of Research in Science Teaching. Her research focuses on young children’s STEM education and secondary school students’ science learning in technology-enhanced learning environments and assessments.
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Kirsten Locke
Kirsten Locke is a philosopher and theorist in education who examines how educational ideas intersect with pedagogical practices, the forces at play in shaping educational sites and discourses, and the history of educational ideas in Aotearoa and beyond. Her work is increasingly centred in the context of Higher Education where she takes a feminist approach to applying questions related to knowledge production and power dynamics in the university, and the way the university is accessed and experienced differently by different groups, and particularly women.
Articles (142 in this collection)
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‘I am not alone’: enabling factors for Aboriginal and Torres Strait Islander PhD success
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Challenging Greek Primary Students’ Knowledge of Ocean Acidification Using the Carbon Cycle Context
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Not just in black and white: Aboriginal and Torres Strait Islander peoples in Australian children’s picture books
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Factors Influencing the Attrition and Retention of Special Education Teachers Based on Gender and Racial Differences
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Transitional pathways through middle school for First Nations students in the Northern Territory of Australia
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Student- and school-level perceived ICT competence and academic performance in Chinese rural schools: a multilevel analysis
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Gender and the Social Cure in Undergraduate Physics Students: Physics Identity, Self-efficacy, Belonging, and Wellbeing
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Using Storytelling to Develop Fraction Concepts with Culturally and Linguistically Diverse Learners
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How Do School Climate and Professional Development in Multicultural Education Impact Job Satisfaction and Teaching Efficacy for STEM Teachers of English Learners? A Path-Analysis
Authors (first, second and last of 5)
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