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Starting from the binomial education/nature, the book explores issues relating to the broad field of outdoor education, in a choral analysis that aims to restore the plurality of approaches, choices and possible nuances. The text, in fact, develops the reflection in different directions through perspectives that come from different disciplinary fields (anthropological, architectural, biological, geographical, naturalistic, pedagogical and didactic, psychological, ethical...), but all aimed at overcoming reductionist visions that risk to reduce the debate on the subject and not guarantee the possibility of impact and change. What emerges is a legitimate and credible multi-faceted approach which, rather than synthesising and reducing, opens up further fields of research in a public debate that can no longer be delayed. This book is the result of in-depth work carried out as part of the inter-university specialisation course "Education and Nature" - conducted jointly by the Departments of Human Sciences for Education "Riccardo Massa" of the University of Milan Bicocca, of Human and Social Sciences of the University of Valle d'Aosta, of Educational Sciences "Giovanni Maria Bertin" of the University of Bologna and of Humanities, Social Sciences and Cultural Industries of the University of Parma (and previously by the Department of Education and Human Sciences of the University of Modena and Reggio Emilia) - and includes contributions by: Francesca Agostini, Francesca Antonacci, Maja Antonietti, Antonella Bachiorri, Giuseppe Barbiero, Fabrizio Bertolino, Cristina Birbes, Bettina Bolten, Mirella D'Ascenzo, Roberto Farné, Monica Guerra, Elena Mignosi, Luigina Mortari, Anna Perazzone, Andrea Pintus, Valentina Porcellana, Michela Schenetti, Enrico Squarcina, Mauro Van Aken, Beate Weyland.

Educational strategies & policy --- Schools --- Outdoor education, education for sustainability, green skills

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This book offers insights on the contributions that Sociology of Education, in a broad sense (encompassing the most diverse formal, non-formal and informal processes of education, instruction, schooling and/or socialization), can provide in the analysis of sustainable development in diverse contexts and publics, respecting its paradigmatic plurality.

Humanities --- Education --- bibliotherapy --- bibliotherapy education --- social emotional skills --- psychological counselling and guidance students --- tobacco --- alcohol --- physical aggression --- verbal aggression --- impulsivity --- Gramsci --- Weber --- culture --- pleasure --- enchantment/disenchantment --- social change --- Global South --- Education for Sustainable Development --- lifelong learning --- public administration --- digitalisation --- educational system --- sustainability --- labor market --- post-communist era --- Validation --- Questionnaire --- Personal Learning Environment --- Sociology of education --- education for sustainability --- ESD --- teachers --- learning for sustainability --- sociology of education for a sustainable future --- Agenda 2030 --- Sustainable Development Goals --- School Agenda 21 --- Sociology of Education for a sustainable future --- Sociology of Education --- socio-educational intervention --- education

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This book on ‘Cooperative Learning in Higher Education’ addresses the development of both reflective teaching and learning in higher education to promote sustainable education in several disciplines where reflection is at the core of sustainable development. The book explores reflection within higher education and/or within instructional approaches to higher education, not only via in-house and external individuals, collective initiatives and activities that focus on reflection and the generation of knowledge, but also on the transformative outputs of learning communities. We place an emphasis on reflective practices and communities, as well as linking reflective learning and the development of professional identity through reflection. The book also addresses the connections between theoretical and applied research on reflective practices and knowledge generation in all areas, as well as professional practice and identity through theoretical definitions, situated and grounded practice, and transformative knowledge.

Humanities --- Education --- Experience --- student --- higher education --- practice --- self-reflection --- (self-)educational process --- roles in the profession --- reflective learning --- education for sustainability --- teacher education --- math teachers --- knowledge transformation --- professional competences --- sustainable education --- trust --- reciprocity --- experiment --- game theory --- extracurricular activities --- volunteering --- reflection --- sustainability --- sustainable development --- food systems --- education --- rich picture --- reflective teaching --- summer school --- information technology --- experiential learning --- simulation game --- ERP systems --- usability --- SUS --- SAP --- cooperative learning --- instructional approaches --- professional identity --- psychometrics --- metacognition --- culture of thinking --- cultural forces --- academic literacy --- curriculum-integrated design --- inclusive practice intervention --- student diversity --- pedagogical approach --- transformative education --- tertiary systems

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Games are a natural activity—we all know how to play. Perhaps this is the key feature that explains the increase in the use of game-based learning (GBL) strategies: Applying games to education converts education into a universal activity. Over the last ten years, the way in which education and training is delivered has considerably changed, not only due to a new technologic environment—plenty of social networks, MOOCs, etc.—but also because of the appearance of new methodologies. Such new methodologies are shifting the center of gravity: from the teacher to the student, with the aim of awakening relational aspects, as well as promoting imagination and divergent thinking. One new approach that holds considerable promise for helping to engage learners is, indeed, game-based learning (GBL). However, while a growing number of institutions are beginning to see the validity of GBL, there are still many challenges to overcome before this type of learning can become widespread.In this Special Issue, we want to gather several studies and experiences in GBL to be shared with other teachers and researchers.

gamification --- education --- literature survey --- publication analysis --- teacher instruction --- motivation --- curricular integration --- mathematics instruction --- escape room --- review --- assessment --- computational thinking --- functions --- future teachers --- Scratch --- serious games --- game-based learning --- higher education --- teacher predispositions --- gamification in education --- gamifying learning --- STEAM education --- mathematics --- Brazil --- Spain --- traditional games --- ethnomathematics --- steam --- intercultural education --- primary education --- board games --- global change --- environmental engagement --- teacher training --- Education for sustainability --- role-playing games --- second language instruction --- educational game --- board game --- learning tool --- teaching-learning process --- interdisciplinary learning --- science learning --- marine environment --- environmental awareness --- skills development --- mathematical problem-solving --- video games --- emotions --- Portal 2 --- n/a

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This book on ‘Cooperative Learning in Higher Education’ addresses the development of both reflective teaching and learning in higher education to promote sustainable education in several disciplines where reflection is at the core of sustainable development. The book explores reflection within higher education and/or within instructional approaches to higher education, not only via in-house and external individuals, collective initiatives and activities that focus on reflection and the generation of knowledge, but also on the transformative outputs of learning communities. We place an emphasis on reflective practices and communities, as well as linking reflective learning and the development of professional identity through reflection. The book also addresses the connections between theoretical and applied research on reflective practices and knowledge generation in all areas, as well as professional practice and identity through theoretical definitions, situated and grounded practice, and transformative knowledge.

Humanities --- Education --- Experience --- student --- higher education --- practice --- self-reflection --- (self-)educational process --- roles in the profession --- reflective learning --- education for sustainability --- teacher education --- math teachers --- knowledge transformation --- professional competences --- sustainable education --- trust --- reciprocity --- experiment --- game theory --- extracurricular activities --- volunteering --- reflection --- sustainability --- sustainable development --- food systems --- education --- rich picture --- reflective teaching --- summer school --- information technology --- experiential learning --- simulation game --- ERP systems --- usability --- SUS --- SAP --- cooperative learning --- instructional approaches --- professional identity --- psychometrics --- metacognition --- culture of thinking --- cultural forces --- academic literacy --- curriculum-integrated design --- inclusive practice intervention --- student diversity --- pedagogical approach --- transformative education --- tertiary systems