Call for papers

Monograph "For a sustainable digital education: Educational Technology and SDGs".

Guest editors:

Juan Carlos Casañ-Núñez
University of Valencia (Spain)
https://orcid.org/0000-0001-6918-9604  

Teresa Fernández-Ulloa
California State University, Bakersfield (United States)
https://orcid.org/0000-0001-5146-4516  

Antonio Chenoll Mora
Universidade Aberta (Portugal)
https://orcid.org/0000-0001-8802-5293  

Presentation 

On 25 September 2015, almost 200 heads of state and government adopted the 2030 Agenda. This Agenda contains 17 universally applicable goals to achieve a more sustainable world by 2030. The 17 SDGs are interrelated, for example, quality education (SDG 4) helps to achieve gender equality (SDG 5), to reduce inequalities (SDG 10) or to lead a healthier life (SDG 3), among others.
In the 20th century, Ortega y Gasset (1930/2007) assigned several basic functions to the university institution: the training of professionals, scientific research and the transmission of culture. Today, in the context of the 21st century, it is necessary to add the perspective of sustainability. According to the Observatory of University Cooperation for Development (2018), "the University must incorporate into university teaching, in addition to technical knowledge, generic competences and skills linked to the transmission of values that contribute to training responsible citizens committed to Sustainable Development" (p. 3). In the framework of the construction of the European Higher Education Area, it is emphasised that "Higher education will be a key actor in meeting the United Nations' Sustainable Development Goals (SDGs) by 2030" (EHEA Rome, 2020, p.4). In the case of Spain, for example, the SDG perspective is gradually being incorporated at all levels of education. Thus, according to Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education, "education for sustainable development and global citizenship must be included in the educational plans and programmes of all compulsory education" (p. 122871). 
On the other hand, technology has emerged as a key enabler of quality education and lifelong learning (Tjoa and Tjoa, 2016). The following are some examples. First, massive open online courses and their variants (MOOCs, LMOOCs, cMOOCs, xMOOCs, etc.) available for free on platforms such as Coursera or edX allow content in any area of knowledge to be acquired in a structured way. Secondly, free software and hardware (Moodle, H5P, Linux, LibreOffice, Raspberry Pi, Arduino, etc.) can contribute to reducing inequalities in education. Finally, open access publications are increasingly common and democratise access to knowledge. 
For all these reasons, the aim of this monograph is to collect qualitative, quantitative or mixed studies that investigate the role of technology in achieving sustainable digital education. The use of open access technologies will be particularly valued.

Sub-themes or lines of research.

    - To study the role of Educational Technology in solving environmental, social justice and economic equity problems.
    - To investigate the relationship between the concept of ESD (Education for Sustainability) and Educational Technology.
    - Mainstreaming the SDG perspective at all levels of education with the support of technology.
    - Uses of technology to improve student education and teacher training.

Research questions

    1. How can Educational Technology contribute to the resolution of environmental, social justice and economic equity issues?
    2. How does the concept of ESD (Education for Sustainability) relate to the concept of Educational Technology?
    3. How should technology be used to incorporate an SDG perspective at all levels of education?
    4. What are the most effective uses of technology to improve student education and teacher training?
    5. What are the opportunities and challenges of technological advances in education?

Acknowledgements

This monograph is part of the R&D&I project H5P interactive content and SDGs in the teaching of foreign languages, social sciences and in the training of future teachers (CIGE/2021/131, https://ci5ods.blogs.uv.es/) funded by the Regional Ministry of Education, Universities and Employment of the Generalitat Valenciana.

Brief CV of the editors.

Juan Carlos Casañ-Núñez 

PhD with international mention in Languages and Technology from the Universitat Politècnica de València, MA in Teaching Spanish as a Foreign Language from the Universidad Internacional Menéndez Pelayo and the Instituto Cervantes, degree in Hispanic Philology from the Universitat de València, and degree in English Philology from the Universitat Jaume I. He has been a tenured lecturer at the Faculty of Education at the University of Valencia since November 2022. Previously, he was assistant professor at the same university, lecturer at the Universidade de Coimbra (Portugal), scholarship holder at the CIDEAD (Centro para la Innovacion y Desarrollo de la Educación a Distancia) of the Ministry of Education in Madrid, Spanish Language and Culture Assistant at the University of New Mexico (USA), and lecturer at the University of Wrocław (Poland). He has participated in seven educational innovation projects (four as PI). He is the principal investigator of the R&D&I project H5P interactive content and SDGs in teaching foreign languages, social sciences and future teacher education (CIGE/2021/131). He is a member of the Research Group on Teaching and Acquisition of Solidarity and Intercultural Competences through Languages and Literature (TALIS) at the University of Valencia, a member of the Inter-University Association for Educational Research (AIDIPE) and the European Association for Computer-Assisted Language Learning (EUROCALL). He is assistant editor of the journal The Eurocall Review.

Teresa Fernández-Ulloa

Professor of Spanish language and linguistics at California State University, Bakersfield (USA). She holds a PhD in Spanish Language and Linguistics and a degree in Hispanic Philology from the University of Deusto. She has taught courses at the University of Deusto (Bilbao), the University of Cantabria (Santander), the UNED (Bizkaia and Cantabria) and East Carolina University (North Carolina, USA), among others. His areas of specialisation and research are sociolinguistics, discourse analysis and the didactics of Spanish as a first and second language. She is a member of the R+D+i project H5P Interactive Content and ODS in the teaching of foreign languages, social sciences and in the training of future teachers (CIGE/2021/131) and of the Research Group on Teaching and Acquisition of Solidarity and Intercultural Competences through Languages and Literature (TALIS) at the University of Valencia. She has organised several symposia, seminars and colloquia on discourse, didactics and gender, in Spanish and foreign universities. She is a member of several editorial committees in journals: Verbeia, Journal of Literary Education, El Guiniguada and member of the scientific committee of publications of the Instituto de Ciencias de Gobierno y Desarrollo Estratégico, Benemérita Universidad Autónoma de Puebla (Mexico). His recent publications include the book Experiencias prácticas en didáctica del español como primera y segunda lengua. Competencia global, Objetivos de Desarrollo Sostenible y World-Readiness Standards (with M. Soler Gallo, in Peter Lang, 2023).

Antonio Chenoll Mora

Assistant Professor at the Universidade Aberta and member of the CECC (Centro de Estudos de Comunicação e Cultura) of the Universidade Católica Portuguesa. He holds a PhD in Language Didactics from the Universidade do Porto, a Master's degree in Methodology and Didactics of Spanish as a Foreign Language from the Universidade Antonio de Nebrija and a degree in Hispanic Philology from the Universitat de València. He regularly participates in international events as a guest lecturer, communicator and trainer of teachers of face-to-face and online teaching-learning of foreign language and culture, usually related to the didactics of languages, technology and culture. His current lines of research and publications are related to the teaching of Spanish language and culture both from a language and culture perspective and from the application of didactics to digital and multimedia versions. He collaborates with research groups related to Gamification (GOPA), language acquisition (EL@N) or the application of H5P in online or face-to-face classes (TxSon_PT). He is a collaborator in the R&D&I project H5P interactive content and ODS in the teaching of foreign languages, social sciences and in the training of future teachers (CIGE/2021/131). She has worked as a teacher, researcher and manager in several Spanish and Portuguese university institutions in both face-to-face and virtual environments.

Call for papers.

Contributions should be sent through the management system enabled by selecting the section: Monograph "For a sustainable digital education: Educational Technology and SDGs". 

Publication rules: in relation to the formal structure of the articles, the RELATEC rules must be respected, which can be consulted at https://relatec.unex.es/about/submissions. 

Deadline for receipt of contributions: Contributions will be accepted until 30/04/2024.

Selection of contributions: All contributions will be submitted for review according to the criteria established for publication in the journal (editorial board and blind evaluation). Authors will be notified of the acceptance or rejection of the contribution.

Indications of quality. RELATEC is indexed in the main databases, directories and evaluation systems of specialised journals. https://relatec.unex.es/index