sustainability

Editorial
E-learning Personalization Systems and Sustainable Education
Aleksandra Klašnja-Milićević * and Mirjana Ivanović *

Department of Mathematics and Informatics, Faculty of Sciences, University of Novi Sad, 21000 Novi Sad, Serbia
* Correspondence: [email protected] (A.K-M.); [email protected] (M.I.)

In the World Declaration on Higher Education, the concept of higher education

is defined as “all types of studies, training or research training at the postsecondary
level, provided by universities or other educational establishments that are approved
as institutions of higher education by the competent state authorities” [1]. It covers all
activities recognized by a country as higher education, such as those that take place at
contemporary educational institutions, universities, and polytechnics, as well as short-
term training, educational studies, and specialized courses intended for a broad range of
student populations.
As a specialized United Nations institution, UNESCO fosters the formulation of
empirically based policy in higher education [1] and provides technical assistance to
Member States in a process of strategies and policies examination to ensure access to
high-quality education for all, academic mobility, and responsibility [2,3]. In accordance
with Sustainable Development Goal (SDG) 4, “equal access for all men and women to
quality technical, professional and superior training, including university education” can
be expected by 2030 [2]. Education is the foundation for enhancing quality of life and
achieving global sustainability [4,5]. Additionally, comprehensive and equitable education




gives people the skills they need to come up with creative solutions to issues faced in widely

 observed areas of life and work. Integrating high-quality education with digital technology
Citation: Klašnja-Milićević, A.;
helps students continue providing information, knowledge, motivation, and skills to grasp
Ivanović, M. E-learning the SDGs, motivate the youth, supply academic and professional training to apply SDG
Personalization Systems and solutions, and provide possibilities for students and professionals to build the capacity to
Sustainable Education. Sustainability address the difficulties associated with the SDGs. [6,7].
2021, 13, 6713. https://doi.org/ Sustainable education development is described as human, cultural, ethical, and eco-
10.3390/su13126713 logical principles in the context of higher education with the intention of providing societies
with good practices that enable greater competitiveness and better growth of organizations,
Received: 9 June 2021 institutions, and communities, hence confirming awareness of and enhancing social and
Accepted: 11 June 2021 economic life [8,9]. Stakeholders prioritize transparency of the long-term sustainability of
Published: 13 June 2021 educational institutions’ activities [10]. As a result, long-term management will be required
to adopt management systems that are based on digital, open, networked, and innovative
Publisher’s Note: MDPI stays neutral institutions [11].
with regard to jurisdictional claims in Quality education presents one crucial part of the future of the quality of human
published maps and institutional affil- life and the world’s long-term sustainability. New digital technologies are transforming
iations. education in both formal and informal learning contexts. Some of the most significant
aspects and how they are affecting education should be considered [12]:
1. Educational goals and objectives;
2. Educational ecologies and educational outcomes;
Copyright: © 2021 by the authors.
3. Learning process and teaching process;
Licensee MDPI, Basel, Switzerland.
4. Automatic assessment of gained knowledge;
This article is an open access article
5. Educational governance and policy.
distributed under the terms and
conditions of the Creative Commons
Social change, technological progress, and globalization bring new challenges that
Attribution (CC BY) license (https:// must be overcome through increased individualization and social diversity, though at
creativecommons.org/licenses/by/ the same time increasing economic and cultural uniformity, the availability of rapidly
4.0/). increasing amounts of information, and the need to cope with increasing complexity

Sustainability 2021, 13, 6713. https://doi.org/10.3390/su13126713 https://www.mdpi.com/journal/sustainability

Sustainability 2021, 13, 6713 2 of 6

and uncertainties [13]. Intelligent systems are being enabled by the growing amount
of learning-related data and high-performance computing in the process of supporting
sustainable education with a very wide range of advantages, providing learners with
personalized guidance [14]. As artificial intelligence research and development is becoming
more mature and the corresponding outputs are being deployed at scale in real-world
contexts, the importance of using automated systems in long-term education becomes
more evident. Current research has greatly expanded our understanding on such artificial
intelligence techniques and applications in the area of education. However, more research
and many questions remain to be answered to bridge technological, social, pedagogical,
and ethical perspectives in these intelligent systems.
The most significant aspects for a sustainable e-learning environment are e-learning
and e-teaching principles, applications, technology, and sustainable development. Learning
theories, models, and environments are the emphasis of e-learning principles, while e-
teaching principles concentrate on syllabus, pedagogy, and program. Good practices;
teaching and evaluation methods; and personalized, collaborative, and conditional learning
approaches can all help to develop an outstanding pedagogy [15]. Connectivism and
pragmatism are two types of learning theories [16]. Connectivism disseminates knowledge
through a network of relationships. Pragmatism, on the other hand, establishes links
between the information and the user. Learning models make a huge amount of data
available over the Internet, with the support of the Semantic Web, web-based services,
and ontology-based models [17]. In the educational environment, students interact with
huge resource sets, such as the Internet, 3D Environment, 3D software and libraries,
virtual communities, immersive worlds, avatar-based worlds, and virtual or augmented
reality [18].
Organizations must reinvent themselves and adapt all their operations to take advantage
of emerging technologies and their rapid spread into human activities. As a result, digital
technologies require a change of focus, which includes technological innovation as well as
changes in institutional culture, in order to ensure the advancement of digital technologies.
Artificial intelligence (AI) and big data are being used in new learning spaces, bringing
value to complicated issues in higher education, as are the Semantic Web, robotics, automa-
tion, intelligent agents, green technology, and other technological learning resources that
are transforming the manner in which we live, work, and communicate with others [19,20].
Students can use big data to find patterns in addition to new learning approaches, which
provide personalized education based on collected data on students in relation to personal
characteristics, habits, or actions [21]. Personalization elements place a strong emphasis
on personal growth and learning environments. Learners’ personal growth of knowl-
edge and skills gained via Internet communities and online courses is the emphasis of
personal development. A personalized learning environment involves a variety of ser-
vices, learning tools, and applications built tailored to the needs of individuals based
on Web 2.0 or Web 3.0 elements, such as lower-cost teaching, enhanced user capabilities,
and the creation of a personalized student profile [22]. Higher education institutions are
employing AI to customize the student admissions procedure and determine successful
students. Furthermore, the AI technologies enable the teacher to assist in identifying the
development of students or manage the instruction method if the teacher notices a gap in
understanding [19]. Green technology includes restructurings that help to minimize energy
consumption by managing many applications running on a virtualized space of shared
resources, using algorithms created to enable a full energy-saving system by providing
sustainable construction solutions [23]. To facilitate intelligent learning, data in forms such
as global databases, metadata, data-driven approaches, and linked data are required [16].
On the other hand, intelligent agents, such as pedagogical agents who support learning
activities by interacting with teachers, students, and other agents, can facilitate the flow of
information [24].
Considering technological innovations and programming, higher education institu-
tions should maintain a learning system that promotes continuous and interactive learning.
Sustainability 2021, 13, 6713 3 of 6

AI promotes practical and innovative education by introducing digital cooperative learning,

flipped classroom, gamification, reality, augmented reality, and/or virtual or mixed reality
as new instructional approaches for learners to study and educators to teach [25]. Digital
technologies and AI in education enable the establishment of learning techniques on the
basis of individualized training, personalized information, and achieved abilities in order
to attain creativity and entrepreneurship [26].
The information age implies an adaptable education environment that enables inno-
vative abilities, allowing individuals to achieve their best selves and develop in a time
of perpetual change [27]. As a result, digital education uses digital technologies in order
to acquire learning skills and capabilities in a continuous learning process, providing
an opportunity for institutions to expand their educational aims and outcomes [28,29].
Some of the most essential ways that AI tools can alter and shape the learning experience
in the future are listed as follows.
Educational Software Can Be Customized to Meet the Needs of Students
Individualized learning from kindergarten to postgraduate study is one of the most
significant influences of AI in education. Some forms of such learning are widely used
because of the increasing availability of adaptive learning environments, interactive games,
and educational software [28]. Adaptive systems are able to adjust to students’ require-
ments, placing more emphasis on specific topics, repeating topics that students have not
understood, and generally helping students learn at their own pace [29].
Critical Parts of Courses Could Be Improved
Educators may even be unaware of gaps in their courses and instructional resources
that cause students confusion about specific subjects. AI offers a solution to this issue. When
the system identifies that many students have submitted incorrect answers to homework,
it informs the teacher and sends out a personalized message to the students with tips for
the correct answer [30]. This type of method meets the gaps in clarification that could
happen in lessons and confirms that each student is developing the appropriate theoretical
framework. Instead of waiting for a response from the professor, students receive feedback
immediately, which helps them master the course material and remember the appropriate
solution next time.
Students and Educators Can Benefit from AI-Driven Tools That Provide Useful Feedback
Students and educators can benefit from AI-driven tools that provide useful feedback.
Some higher education institutions, especially those with online programs, use AI systems
to monitor student progress and alert teachers when there is a problem with student per-
formance. These AI systems allow students to get the help they need and allow instructors
to identify areas where they can improve teaching for students struggling with the subject.
These educational institutions’ AI initiatives do not merely provide guidance on specific
courses; some strive to create systems that can assist students in choosing majors based on
their strengths and weaknesses [30,31].
AI Can Aid Instructors and Administrators with Administrative Duties by Automating
Basic Educational Operations
Tutors and educators have other responsibilities, such as organizational and admin-
istrative responsibilities, that demand just as much effort and attention as teaching (e.g.,
organizing learning resources, managing paperwork, grading exams, marking assignments,
communicating with parents, etc.) [31]. AI can help solve many of the above tasks and facil-
itate their work. When teachers have to grade thousands of tests, automated grading can be
extremely beneficial. Machines can already evaluate multiple-choice tests and are on their
way to grading handwritten responses. Other tasks that AI can handle include logistics,
keeping paperwork up to date, giving pupils feedback, and serving as a communication
conduit for teacher-parent exchanges.
Sustainability 2021, 13, 6713 4 of 6

Additionally, AI can be useful in a range of administrative tasks, involving processing

application forms for students, budgeting, procuring materials, and managing human
resources. The result will be greater administrative efficiency, lower costs, and a clearer
whole of the institution’s image [31,32].
Basic Educational Tasks, Such as Grading, Can Be Automated Using AI
Grading class activities and homework assignments can be time consuming. While AI
cannot be expected to completely replace human grading, it is coming closer. Teachers can
mark fill-in-the-blank, multiple-choice, matching and true/false questions automatically,
and the automated grading of essay questions is not far behind. Today’s software for
automatically evaluating essays is still in the early stages and far from perfect, but it has
the potential to develop in the future years, allowing professors to concentrate more on
interactive activities with students [33].
AI Is Changing the Way We Find and Engage with Data
Intelligent systems affect the use of information in the personal and professional
life of every person and have a great influence on how knowledge is found and used in
schools, colleges, faculties, or universities. Systems based on artificial intelligence have
already significantly influenced how people deal with information over the last few decades,
and with newer, more integrated technologies, students may in the future have significantly
different experiences in researching and verifying facts than students today [33].
AI Could Personalize Content to the Student
AI educational systems contain knowledge of what learning styles have been defined
and what material presentation tactics map to each of them to change how content is
given and successfully adapt to the student. A supporting user model is usually in
charge of assigning the learner to these various learning styles and tactics on a dynamic
basis. A specialized component (e.g., centralized AI managers, content generators, agent
organization frameworks) can then generate and provide the individualized content to the
learner using the right tactics [34].
AI-Powered Data Has the Potential to Transform How Schools Locate, Teach, and Assist
Students
Higher education institutions are already changing how they communicate with
potential and current students thanks to smart data collection enabled by clever com-
puter systems. AI systems are assisting in tailoring every aspect of the higher education
experience, requirements, and goals of students [35].
This Special Issue, “E-learning Personalization Systems and Sustainable Education”,
aims to address the research on high-quality, high-impact, original research results re-
porting on current state-of-the-art online education systems empowered with artificial
intelligence, examining elements of personalized e-learning, intelligent and interactive
technologies, intelligent web-based and game-based applications, sustainable development,
teaching and learning principles, recommendations of teaching materials, learning analyt-
ics, educational data mining, and advanced technologies (e.g., virtual reality, augmented
reality, or eye-tracking) that contribute toward sustainable education.

Author Contributions: Conceptualization, methodology, formal analysis, investigation, resources,

A.K.-M. and M.I.; writing—original draft preparation, A.K.-M.; writing—review and editing, M.I.
All authors have read and agreed to the published version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Sustainability 2021, 13, 6713 5 of 6

Data Availability Statement: No new data were created or analyzed in this study. Data sharing is
not applicable to this article.
Conflicts of Interest: The authors declare no conflict of interest.

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