Lately, there has been a rising trend towards integrating sustainability issues and implementing sustainable development (SD) goals into higher education, especially in the Information and Communication Technology (ICT) field. This paper presents the challenges of the introduction of education for sustainability in higher education institutions, analyzes how these challenges could be addressed, and records the essential principles that can guide the incorporation of SD education in higher education. At the same time, this paper advocates the concept of sustainability integration into undergraduate ICT curricula and provides indications for developing ICT curricula that integrate sustainability issues. This paper also examines the contribution of education to the environmental awareness of the students at a Greek University while it captures their perceptions regarding the necessity for the inclusion of sustainability in the ICT curricula. The results are based on the processing of two questionnaires (pre-test and post-test data) distributed during two lectures regarding sustainability at a two-week interval. The findings of the study prove that the direct effect of the educational intervention on the intention of the students to engage in sustainability is significant. Furthermore, it is observed that students show a positive attitude towards integrating sustainability issues into their ICT education. In addition, although students had a deficient level of understanding of the concept of SD goals before the intervention, they showed a significant increment in their previous knowledge regarding sustainability and the environmental impact of ICT studies. The research also reveals that the students are not satisfied with the engagement of the university towards sustainability, and they propose various awareness activities to support their engagement with sustainability issues in an inclusive manner.

This paper attempts to categorize parameters of communication between codes observed in the Scratch programming environment, using the SOLO taxonomy. These parameters are the form of communication (within an object, between different objects and to serve external devices scenarios), the mechanism used for communication (Polling and Interrupt techniques) and the ratio between the number of transmitters and receivers, which will be considered in a future work. Implementing this categorization in a two-dimensional table of representative codes for each case is formed. In this table, one dimension corresponds to the forms of communication and the other dimension to the mechanisms used. The ranking of the codes in each of the dimensions is done by means of the levels of the SOLO taxonomy. The table can be used to develop criteria for assessing the qualitative characteristics of the codes produced by students within a broader assessment system.

This paper proposes the use of motivational features in mobile applications to support adolescents’ education in sustainable travel urban behavior, so that they become more mindful of their environmental impact. To this effect, existing persuasive strategies are adopted, implemented, and integrated into six simulated screens of a prospective mobile application named ESTA, designed for this purpose through a user-centered design process. These screens are then assessed by secondary education pupils, the outcome of which is analyzed and presented in detail. The analysis takes into consideration the possibility for the daily use of ESTA in order for the adolescents to foster an eco-friendly and healthy transit attitude and make more sustainable mobility choices that will follow them throughout their life. The potential effectiveness of ESTA is demonstrated via two use cases: the “Daily Commuting” case is addressed towards adolescents who want to move within their area of residence or neighborhood following their daily routine and activities, while the “Weekend Entertainment” is addressed towards adolescents who want to move using the available public transport modes, encouraging them to adopt greener weekend travel habits.

During the first wave of the COVID-19 pandemic, Greek schools were closed, and for the first time in Greece, distance education has been implemented using mostly technological means. This work aims to capture the Greek pupils' perceptions and suggestions on the transition from a face-to-face educational process to a pure distance synchronous and asynchronous education implementation. Data have been collected by 41 pupils via an online questionnaire on a volunteer basis. The purpose of the questionnaire was to identify the pupils' learning challenges and unforeseen benefits connected to the offered distance education. The assessment revealed that the majority of the pupils, although they consider distance education as necessary and useful, do not want to replace the traditional means of education. The pupils suggested that the entire process should be stricter in terms of class schedule, assignment submission, and presence requirements and should be enhanced by incorporating better and more "vivid" e-teaching tools.