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Article

Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries

1
Quantitative Methods Department, Universidad Pontificia Comillas, 28015 Madrid, Spain
2
Education Faculty, Universidad Internacional de la Rioja, 26006 Logroño, Spain
3
General Didactic Department, Universidad Internacional de La Rioja, 26006 Logroño, Spain
4
Teacher Training Department, Universidad Europea del Atlántico, 39011 Santander, Spain
*
Author to whom correspondence should be addressed.
Sustainability 2021, 13(1), 343; https://doi.org/10.3390/su13010343
Received: 13 November 2020 / Revised: 8 December 2020 / Accepted: 28 December 2020 / Published: 2 January 2021
(This article belongs to the Special Issue ICT and Sustainable Education)
The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education. View Full-Text
Keywords: digital competences; m-learning; sustainable learning process; teacher training; primary education; Montessori principles digital competences; m-learning; sustainable learning process; teacher training; primary education; Montessori principles
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MDPI and ACS Style

Betancourt-Odio, M.A.; Sartor-Harada, A.; Ulloa-Guerra, O.; Azevedo-Gomes, J. Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries. Sustainability 2021, 13, 343. https://doi.org/10.3390/su13010343

AMA Style

Betancourt-Odio MA, Sartor-Harada A, Ulloa-Guerra O, Azevedo-Gomes J. Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries. Sustainability. 2021; 13(1):343. https://doi.org/10.3390/su13010343

Chicago/Turabian Style

Betancourt-Odio, Manuel A., Andresa Sartor-Harada, Oscar Ulloa-Guerra, and Juliana Azevedo-Gomes. 2021. "Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries" Sustainability 13, no. 1: 343. https://doi.org/10.3390/su13010343

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