Sustainable Education and Digital Transformation (SEDT) is an international, peer-reviewed, open-access academic journal focusing on sustainable educational practices and systemic transformations in digitally mediated learning environments. The journal aims to advance high-quality research on sustainable education and digital transformation by providing a rigorous, ethical, and internationally oriented scholarly platform. It publishes original scholarly work that critically examines the pedagogical, institutional, and policy-related dimensions of digital transformation in education, with particular attention to equity, quality, and long-term educational sustainability.
Beginning in 2027, SEDT will adopt a continuous publication model and will publish three issues per year. Under this model, articles will be published online individually as soon as they have successfully completed the peer-review, acceptance, and production processes, without waiting for the completion of a scheduled issue. Each published article will be formally assigned to a specific volume and issue, and will receive complete bibliographic information at the time of publication. This model is intended to ensure the timely dissemination of scholarly research while maintaining the journal’s established standards of peer review, editorial quality, and publication ethics. SEDT remains committed to fostering transparent, inclusive, and responsible scholarly communication in education research.
Developing an evaluation instrument for metacognitive-based lessons in mathematics within sustainable and digital learning contexts: Scoping review
Harlen B. Brioso, Ryan V. Dio
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44787
https://doi.org/10.33902/SEDT.202644787
Towards the sustainable development of gamification in primary education: Third graders’ perceptions of Kahoot! in EFL classroom
Konstantina Derveni, Radka Wildová
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44993
https://doi.org/10.33902/SEDT.202644993
Reawakening sustainable research practices in Nigerian higher education: A mediation analysis of innovative capacity
Usani Joseph Ofem, Esther Madukwe, Joy Adie, Asenath Ebaye
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e46161
https://doi.org/10.33902/SEDT.202646161
Digital mind mapping as a pedagogical scaffolding: Enhancing argumentative writing in secondary classrooms through technology-supported instruction
Kinley Wangmo, Sonam Dorji, Yuden Yuden, Ngawang Jamtsho
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e43897
https://doi.org/10.33902/SEDT.202643897
Enhancing EFL speaking through scenario-based learning: Evidence from foundation students in Oman
Husam Yaqoob Al-Balushi
https://doi.org/10.33902/SEDT.202643987
Toward sustainable student support in digital education: A phenomenological study of technology and AI-supported counselling practice
Patricia Mawusi Amos
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e45132
https://doi.org/10.33902/SEDT.202645132
Modeling the role of competence motivation in linking historical mathematical fallibility and student interest in mathematics
Isaac Davor, Francis Ohene Boateng, Stephen Daniels Sarfo, Bluemeloph Adoma Kutin
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44674
https://doi.org/10.33902/SEDT.202644674
Inclusive mathematics and science teacher education for sustainable development: A hermeneutical phenomenological study in Ghanaian colleges of education
Ernest Frimpong Akosah, Ebenezer Appah Bonney
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44335
https://doi.org/10.33902/SEDT.202644335
Institutional resilience and school sustainability: The roles of crisis management and corporate social responsibility in private secondary education
Ekpenyong E. Ekanem, Godfrey E. Ukpabio, Usen F. Mbon, Valentine Joseph Owan
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44159
https://doi.org/10.33902/SEDT.202644159
Inquiry-based learning and epistemic beliefs as foundations of sustainable mathematical problem-solving in secondary education
Seth Oppong, Cobbinah Manu Appiah, Aaron Osei Bosompem, James Akwasi Erzuah, Leticia Takyiwaa Adarkwa
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e44038
https://doi.org/10.33902/SEDT.202644038
Implementing living heritage education through school activity plans
Yerkezhan Orazbayeva, Mamyrbekov Arafat Mazhitovich
Sustainable Education and Digital Transformation, Volume 2, Issue 2, Article No: e47288
https://doi.org/10.33902/SEDT.202647288