The Smart Classroom as a Means to the Development of ESD Methodologies

Abstract

Educational institutions are envisioned as principal agents for addressing the current sustainability challenge that society is facing. Education for Sustainable Development (ESD) is transformational and concerns learning content and outcomes, pedagogy and the learning environment in itself. ESD entails rethinking the learning environment (physical and virtual) in line with sustainable development, which implies classrooms' transformation towards learner engagement, formative assessments and active methodologies. This paper responds to this need through exploring the relationship between Smart Classrooms and four widely used ESD methodologies (project or problem-based learning, case study, simulation and cooperative inquiry), identifying how the dimensions and categories of the characteristics of Smart Classrooms can contribute and lead to the implementation of ESD methodologies in real teaching practice in an effective way. The method used in this study consisted of a literature review of both theoretical frameworks separately, ESD and Smart Classrooms, and a subsequent expert analysis to identify the interrelation between both. The Smart Classroom shows a high level of adequacy for using problem and project-based learning, case study and cooperative inquiry methods because of its characteristics in terms of technology developments, environmental conditions and processes. Simulation is the ESD methodology with the lowest level of adequacy in a Smart Classroom, because it is primarily held online rather than through face-to-face teaching. Smart Education facilitates the putting in practice of ESD processes as it enables the creation of intelligent, sustainable, resource-efficient, personalised and adaptive learning environments. Further empirical research is needed to explore the influence that the Smart Classroom has in enabling ESD processes and practices, and to identify students' and teachers' needs at different education levels. Additionally, teacher training programmes focused on the correct use of Smart Classrooms and on the digital competence of teachers are critical to its successful implementation.

Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers

“…In addition, to provide realistic and context-focused learning settings through a wide range of student-centered methodologies, such as problem-based approach, case studies, and experiential strategies, appears essential for promoting reflection, active engagement with the community, self-directed learning, and critical thinking. These methodologies could promote the competence to deal with different social demands and are therefore basic to the development of sustainable education [63].…”

“…To our knowledge, no executive training program that can be applied within the regular curriculum in the preschool stage and validated for the Spanish population has been devised. Another contribution of the present program is that, besides its construction is based on other ones that have proven their effectiveness such as Tools of the Mind, it offers different required methodologies for the progress of sustainable education, including problem-based learning activities, case studies, simulation games, and cooperative research [63]. Likewise, it has been created to be carried out by teachers after their training.…”

Artificial intelligence based efficient smart learning framework for education platform

“…The fundamental of learning behavior is the task of online learning behavior. The student profile behavior set is stated as (2) As shown in equation 2where denotes different behavior and includes text learning, learning goal, making notes, online practice, exchange interaction, download courseware, communicate through E-mail, the question online, and rest or listen to music.…”

“…Smart learning purposes at providing complete learning to learners utilizing new technology to fully prepare them for a fast-moving world where flexibility is vital [1]. Smart learning environments defined as technology-supported learning that create variations and deliver proper support (for example, feedback, guidance, tools or hints) in the right place at the right period based on distinct students' desires, which should be identified through examining their performance, behavior learning and the real-world and online settings in which they are located [2]. Smart learning environments with artificial intelligence include technology-enhanced learning, intelligent tutoring systems (ITSs), web-based learning, adaptive learning systems, context-aware ubiquitous learning, mobile learning using sensing technologies [3].Artificial intelligence may expand, strengthen, and revolutionize the way conventional classrooms provide education [4].…”

Unequal Loneliness in the Digitalized Classroom: Two Loneliness Effects of School Computers and Lessons for Sustainable Education in the E-Learning Era

“…As is well known, incorporating computer hardware, software, and the Internet-information and communication technology (ICT) in general-into schooling has been one of the most conspicuous trends of education innovation since the release of the first personal computers in the late 1970s. Particularly in the past quarter century, many countries have witnessed the advent of the e-learning era, with experiments such as bring-your-own-device policies, blended learning, massive open online courses, flipped learning, and digital textbooks [2][3][4][5]. Furthermore, the COVID-19 pandemic seems to provide additional momentum with a call for distance education [6].…”