Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review

Carrión-Martínez, José Juan; Rosa, Antonio Luque de la; Fernández‐Cerero, José; Rueda, Marta Montenegro

doi:10.3390/su12083288

Cited by 27 publications

(21 citation statements)

References 28 publications

(29 reference statements)

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“…This competence is divided, in turn, into three indicators, that, in general terms, focus on: the ability to save energy through ICT, to make adequate use of them so as to extend their useful life and to be able to establish channels of dissemination within the educational community itself for sustainable purposes. All this requires promoting the use of ICT while adopting a respectful and committed approach to the environment [27].…”

Section: Technological Progress and Its Counterpart: The Importance Omentioning

confidence: 99%

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

2020

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The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability.

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Section: Technological Progress and Its Counterpart: The Importance Omentioning

confidence: 99%

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

2020

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“…Over the last years, an important amount of empiric evidence [25][26][27] has revealed the importance of using the ICTs not only at academic level, but also from a global viewpoint. All that, with the intention of promoting through the same a more sustainable education.…”

Section: Introductionmentioning

confidence: 99%

The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills

et al. 2020

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To consider that some quality teaching-learning processes in the Higher Education is practically unthinkable without the use of technology, especially because of its impact in developing the necessary skills and abilities for the 21st century. (1) Background: One of the initial steps to successfully approach this challenge is to analyze how university professors consider that ICTs can contribute to developing skills and abilities in their students. In this regard, their perceptions are one of the factors that will limit the use they make of these tools. (2) Method: For this reason, a quantitative research has been designed in which 345 university professors have participated for different branches of knowledge of one Spanish university. (3) Results: Among the most relevant results, we can highlight that the professors recognize the potentials of the ICTs and consider they have a positive effect on learning and development of 21st century skills in their students. These benefits are seen in different fields like communication, collaboration, and critical thinking, among others. Likewise, the importance of the technology culture teaching role is outstanding. (4) Conclusions: Finally, the need for integration of ICTs in a pedagogical model in which professor training in digital skills acquires relevance is shown.

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“…Although this topic has already been studied in previous research [16,17,[41][42][43], these studies have not provided instruments to measure teaching competencies in this area. With this study, the aim was to provide a tool for the diagnosis of teachers where the competencies related to digital citizenship (at the level of responsible citizenship) and teaching competencies (ability to teach on the indicated topic) differ.…”

Section: Discussionmentioning

confidence: 99%

“…Including SDGs in the curriculum entails establishing relationships between reality and the classroom, allowing it to be observed in a critical, global and transformative way [12][13][14][15]. Currently, multiple works are being developed related to sustainability in the virtual space in the educational field [16,17]. In them, the need to train at any educational level arises.…”

Section: Introductionmentioning

confidence: 99%

Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

et al. 2020

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The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established.

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Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review

Cited by 27 publications

References 28 publications

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

Sustainability and Educational Technology—A Description of the Teaching Self-Concept

The Technological Challenge Facing Higher Education Professors: Perceptions of ICT Tools for Developing 21st Century Skills

Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

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