Rethinking the Pedagogy of Sustainable Development in the AI Era. Este artículo no está disponible.Rethinking the Pedagogy of Sustainable Development in the AI Era

Artificial intelligence (AI) technologies can transform the teaching and learning of sustainable development. AI-driven innovative approaches can transform traditional educational practices and encourage experimentation with and development of novel strategies that harness AI’s capabilities to enhance sustainability education. By incorporating practical strategies for integrating AI into sustainability education across various contexts, teachers may foster a new generation of learners equipped to contribute to a sustainable future. Additionally, the use of AI allows teachers to foster a culture of continuous improvement and creativity. Rethinking the Pedagogy of Sustainable Development in the AI Era explores the transformative potential of artificial intelligence (AI) in the context of sustainable development education. It examines how AI technologies can be leveraged to enhance the pedagogy of sustainability, offering new methods, tools, and approaches to empower learners with the necessary skills and knowledge to address global sustainability challenges. Covering topics such as circularity, power systems, and vocational pedagogy, this book is an excellent resource for educators, curriculum developers, administrators, policymakers, sustainability practitioners, professionals, researchers, scholars, academicians, and more.

Caleb Chidozie Chinedu is a distinguished senior lecturer at the Faculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia (UTHM). With a Ph.D., M.Ed., and a bachelor’s degree in Technical and Vocational Education, Dr. Chinedu brings over a decade of teaching, research, and administrative experience in TVET and teacher education research. His extensive research interests encompass a variety of critical areas, including Education for Sustainable Development, green skills, higher-order thinking skills (HOTS), curriculum development and pedagogy, leadership and management in TVE, TVET student enrolment, TVET marketability, lifelong learning, Industrial Revolution 4.0, and the digital transformation of TVET systems. Moreover, he is deeply invested in exploring the evolving impact of Generative AI on education. As a passionate educator with exceptional leadership skills in Technical and Vocational Education, Dr. Chinedu is committed to advancing sustainability education. He currently serves as a Principal Research Fellow at the Malaysian Research Institute for Vocational Education & Training (MyRIVET) at UTHM. In this role, he leads high-quality research projects focused on sustainability education, fosters relationships with key TVET stakeholders, disseminates research findings through publications and presentations, and contributes to research funding proposals and strategy development. Dr. Chinedu also holds several key leadership positions, including the; • Managing Editor of the Journal of Technical Education & Training, Faculty of Technical and Vocational Education, UTHM. • Editor of TVET Prospect, a quarterly publication of MyRIVET. • Dissertation Coordinator for the Doctor of Education (EdD) Program at the Faculty of Technical and Vocational Education, UTHM. His involvement in numerous national and international grant-funded projects has been instrumental in examining the relationship between sustainability education and the employability of TVET graduates, assessing the quality of education for migrant children in Malaysia, and developing green TVET frameworks.

Nofouz Mafarja (Ph.D.) is a Senior Lecturer at the Department of Mathematics and Science Education in the Faculty of Education at the Universiti Malay. Her research focuses on physics education, scaffolding in education, collaborative learning (specifically the Reciprocal Teaching strategy), word problem-solving in physics, critical thinking skills, STEM education, academic self-concept, attitude towards learning physics, and reading comprehension in science. She is also actively involved in research workshops, statistical data analysis (using SPSS, AMOS, and Smart-PLS), and research methodology. Currently, she is engaged in several research projects on industrial revolution 4.0, lifelong learning, teaching innovation, learning support, virtual reality, Hybrid Learning System PjBL Model, society 5.0, critical thinking skills, Generative AI tools, and teaching practices. She has experience in teaching sciences, curriculum development, lesson planning, educational technology, tutoring, educational leadership, and science teacher training.

Mahmood H. Hussein (Ph.D.) is a postdoctoral research fellow at the Faculty of Technical and Vocational Education, Tun Hussein Onn University of Malaysia. He has a Ph.D. in educational technology from the University of Malaya. His research interests include Digital Game-Based Learning, Generative Artificial Intelligence in Education, Human-Computer Interactions, and STEM education. Dr. MH. Hussein has published several articles in leading education journals.

Dr Atif Saleem is a faculty member at the School of Education, University of Limerick. He has held a number of distinguished academic and professional roles, including University Teacher, Associate Professor, Research Fellow, School Principal, as well as Lecturer in various universities and colleges. His extensive contributions to the fields of Educational Leadership, STEM Education, Sustainability and Nature Education (in alignment with the United Nations Sustainable Development Goal 4), Quantitative Research, and Teacher Education reflect a deep commitment to both disciplinary and interdisciplinary teaching and scholarship. Dr Saleem endeavors to bridge diverse academic fields and methodological approaches, actively promoting projects that transcend traditional disciplinary boundaries. His research interests and teaching expertise encompass, but are not limited to, Educational Leadership, Education for Sustainable Development, Research Methodologies, Organizational Culture and Globalization, Quantitative Research Approaches, Teaching and Learning, Comparative Education, Teacher Education, education from PreK–12 through to Higher Education, Educational Psychology, Organizational Theories, and Institutional Performance. In 2015, United Nations member states adopted 17 global Sustainable Development Goals (SDGs) aimed at ending poverty, protecting the planet, and ensuring prosperity for all. In line with the United Nations' 2030 Agenda, Dr Saleem’s work contributes to several of the Sustainable Development Goals, with a particular focus on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all (SDG 4).