Education for sustainable development (ESD) is regarded as a key element of high-quality education. Hence, the United Nations proposed the Sustainable Development Goals (SDGs) in 2015, in an attempt to achieve the harmony and shared prosperity between humans and the Earth, and advocate for fair and high-quality education. With the aim of exploring "high-quality sustainable teaching", this study intends to probe into the idea and meaning of the high-quality design education for sustainable development and elaborate on the teaching effectiveness and sustainable teaching activities by the teachers of higher design education. According to the research results, the effectiveness of high-quality teaching is introduced in seven categories, as follows: (1) Faith in sustainability in teaching, (2) the trend of talent demand, (3) the teaching value of sustainability, (4) curriculum mapping, (5) teaching approach, (6) teaching evaluation, (7) the sustainable management of teaching development. The factors of high-quality teaching include: The teacher has passion for teaching, the teacher pays attention to the student's independent learning ability, the teacher intrigues student's interest in learning, the teacher places emphasis on furnishing the student with professionalism and confidence, the teacher highlights learning through doing to increase the student's competitiveness in the job fair, the teacher reviews teaching effectiveness and makes progress in pursuing the value of high-quality ESD.Sustainability 2020, 12, 28 2 of 27 Sustainable Development. GAP is the most important pillar for UNESCO to support the 2030 Agenda for Sustainable Development and has two goals: (1) To reset education and learning, in order that everyone will have access to knowledge, skills, values, and attitudes, and thus, make contributions to a sustainable future, (2) to improve education and learning in all agendas (i.e., other SDGs) and schemes to publicize sustainable development [4]. The UNDESD advocates incorporating Education for Sustainable Development into educational policies, and while it offers relevant suggestions and guidelines, it is not a mandatory rule for all. Hence, there are some difficulties and challenges in putting it into practice [5][6][7].In summary, this study aims to understand the importance of sustainable education. Education is not only to impart knowledge and guide the development of personal careers but also to guide the hope of our advancement. "Design" is representative of creativity and aesthetics. In the current environment, people realize that "design is a national strength" and "creativity is competitiveness" [8]. Due to industrial demands and the influence of government policies, the number of higher education schools equipped with design-related departments in Taiwan is increasing year by year. Therefore, design education has become a vigorous eye-catching research area [9]. Higher education institutions (HEIs) continuously strive to develop and deliver impactful educational programs, thus, they perform p...

Background In 2019, with the COVID-19 pandemic sweeping across the globe, public health systems worldwide faced severe challenges. Amid the pandemic, one simulation game, Plague Inc., has received substantial attention. This game has indirectly drawn greater public attention to public health issues by simulating pathogen transmission and disease symptoms. Objective Against this backdrop, this research investigates whether the gameful experience of Plague Inc. has indirectly affected public knowledge, attitudes, and practices (KAP) regarding COVID-19. Methods An online survey was conducted through social networking services in Taiwan from May 6-28, 2020. Results A total of 486 subjects participated in this study, of which 276 (56.8%) had played Plague Inc. This study had several findings. First, participants who had played Plague Inc. demonstrated higher levels of knowledge (P=.03, median 7, IQR 7-8) and attitudes (P=.007, median 8, IQR 7-8) than participants who had not played Plague Inc. (knowledge: median 7, IQR 6-8; attitude: median 7, IQR 6-8). Second, there was a significant correlation between creative thinking (ρ=.127, P=.04) and dominance (ρ=.122, P=.04) in attitude. Finally, there was a significant correlation between creative thinking (ρ=.126, P<.001) and dominance (ρ=.119, P=.049) in practice. Conclusions Serious games highlighting the theme of pathogen transmission may enhance public knowledge and attitudes regarding COVID-19. Furthermore, the creative thinking and dominance involved in gameful experiences may act as critical factors in public attitudes and practices regarding COVID-19. These findings should be further verified through experimental research in the future.

Human society has entered the era of information digitization. The rise and spread of electronic technology, digital media, the Internet, blockchain, Augmented Reality/Virtual and Reality, etc. affect all aspects of human society. At the end of the 20th century, the development and achievements of information technology constituted an important background for the existence of education, and promoted the development of online teaching, network examination, and other aspects, which made a big difference. However, digital technology has not been applied in primary education and secondary education. The existing teaching method is still taught in the form of textbooks and manual drawings. This research focuses on the application of digital technology in primary, secondary and advanced teaching in the digital age. This study conducts research and analysis on local schools and students through observation, experimental and comparative research methods, and compares the differences between ordinary teaching and digital teaching.Taking virtual reality technology as an example, breaking the impression that traditional teaching gives people can effectively implement diversified learning, cultivate students’ practical ability and innovative ability, also can improve their independent learning ability.

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