About this Research Topic
Considering the difficulties of educational contexts to develop an adequate “teaching-learning process” in the time of COVID-19, this Research Topic aims to examine both difficulties to cope with, and strategies that have been developed in the educational settings in order to move towards the Sustainable Development Goals (SDGs). Educational contexts are in a fast process of adaptation to new demands, in which new threats and challenges to reach equality and inclusion have been jeopardized. Within this context, the main issues to reach are: equality, inclusion and a sustainable society from any formal educational context, that is, from schools to university.
Potential research questions for contributions to this Special Issue should address:
• New threats and challenges detected by formal educational contexts
• Advantages and disadvantages of the use of ICT in the teaching-learning process.
• Main barriers to reach SDGs in educational contexts.
• How to reach SDGs in spite of COVID-19.
• Social and inclusive practices: Development of strategies, intervention and implications.
• Evaluation of the impact and effectiveness of programs to cope with new threats.
• Consequences of the new threats–with a special focus on inequality and exclusion- for students and families.
• Studies regarding adaptation and transformation of educational contexts to more innovative forms of teaching in which equality and inclusion could be reached.
Contributions are not restricted to study design, methodological approach (e.g., both empirical or theoretical studies). It is also accepted any manuscript related to any formal educational context, from schools to university.
Keywords: educational practice, SDG, digital education, project evaluation, diversity
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.