Promoting community socio-ecological sustainability through technology: A case study from Chile

Abstract

Abstract:The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross-dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors' research involved developing a theoretical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching sociocultural elements when using technology as a mediating tool for community learning. The authors' findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.

Systems Thinking Approach to Sustainable Performance in RAMSAR Sites

“…Finally, and in coincidence with Wan Mohamed Radzi et al [6], Aguayo and Eames [21], Boyle and Michell [22], Aranda-Usón et al [29], and Xu et al [36] it was identified that, although natural attributes confer distinctive and competitive advantages that can have a positive impact in economic terms on the communities of RAMSAR sites, in practice environmentally reactive plans and temporary solutions are implemented. In that sense, it is considered that the proposed relationships can propitiate continuous equilibrium in the organisations under study.…”

“…However, the statistics obtained for this variable indicate that it is necessary to regulate the relationship between operational units, their management and coordination mechanisms considering the Env information in order to make the courses of action of the whole system homologous. Coordination (Crd) has also been dealt with in some contributions [17,21,29]; however, it was not identified that this function is part of the dynamics in RAMSAR sites from an integral vision and that complements the tasks of the management processes. In contrast, the proposed model suggests integrating control and regulatory mechanisms to mitigate environmental changes and allow operations at the sites under study to be congruent with the context in which they operate.…”

“…Concerning the expressed ideas, the works of Aguayo and Eames [21], Boyle and Michell [22] and McCool [23] suggest that the human factor, and its awareness, are essential to achieve sustainable organisational changes. In this regard, the socio-ecological approach is considered a pertinent way to lead a group towards learning and propitiating a comprehensive integration of social, environmental, economic, and institutional dimensions of sustainability, especially in emerging countries.…”

“…However, these proposals are limited because they do not consider aspects that, from the management's theory perspective, should be reinforced such as operations, management, resources and capacities aligning with the strategy to respond to the restrictions and expectations of sustainable management [22,36]. Considering this, it can be inferred that, although the application of PLS-PM approaches has been significant, efforts have focused on explanation or prediction, and the aspects of integration and operationalisation at a real level have been neglected in order to contribute to social development [21,[37][38][39].…”

A Framework for Mixed Reality Free-Choice, Self-Determined Learning

“…There is growing evidence that educational technology has the potential to enhance learning, increase knowledge and promote transformative changes in the attitudes and behaviour of both individuals and the broader community (Aguayo and Eames 2017a;Becta 2009;Hennessy et al 2019;Somekh 2007). Within educational technology, today's mobile learning technologies (e.g.…”