Exploring the Role of Innovative Teaching Methods Using ICT Educational Tools for Engineering Technician Students in Accelerating the Green Transition

Abstract

Sustainable development has emerged as a critical priority for the global community, influencing all aspects of development worldwide. Within this context, the role of education and training in advancing sustainable development can contribute to this. This research aims to explore whether the integration of Information and Communication Technology educational tools into the curricula of engineering technicians helps trainees better understand the concepts of climate change and resource management, which are directly linked to the green transition and the green economy, compared to traditional educational methods. The study was conducted with trainees from Higher Vocational Training Schools (SAEKs) in the wider Athens area, Greece. According to the results, using educational technology to teach engineering courses aids students in developing the competencies needed to change production processes and business models in the direction of a greener future. This is especially crucial as future technicians will be able to use cutting-edge methods to lower emissions and boost resource use efficiency. The findings of the study could provide important information for all those involved in the design of educational curricula of engineering technicians. Concerns and thoughts on the effective use of educational technology in the educational process are also expressed.

1. Introduction

Climate risk is a major global problem, undermining quality of life for people and all living organisms, and also threatening economic prosperity [1]. The impacts of climate change are particularly profound, with extreme weather events increasing in both intensity and frequency. These developments directly affect ecological stability and socio--economic systems, leading to compounding consequences regarding the availability of drinking water and food, public health, human rights, and social equity [2,3]. Environmental degradation (air, water, soil) represents a critical challenge for modern societies, while the climate crisis has a significant impact on ecosystems and consequently affects many aspects of life for all living beings on the planet [4,5]. At present, environmental issues and ecological balance, economic growth, and social cohesion are in the spotlight of society’s concerns. Addressing global challenges will require an effective combination of actions in the areas of the economy, environment, business, and society [6]. At present, the triptych of economy–environment–society is at the “heart” of the actions and initiatives developed by organizations, social bodies, and public authorities. It is worth noting that this triptych does not have a single point of origin, but instead emerged from the need to balance economic growth with the fact that it should be part of the solution to social and ecological problems [7]. A major milestone in this effort was the adoption of the 2030 Agenda for Sustainable Development and the 17 Sustainable Development Goals (SDGs). In the following years, the 17 SDGs set the tone for action and policies in areas of great importance to humanity and the planet [8].

A tool for achieving sustainable development is a green economy, for which the UN Programme adopted the following working definition: “the economy that results in improved human well-being and social equity, while significantly reducing environmental risks and ecological scarcities” [9]. A low-carbon economy, the smarter use of resources, the transition from a linear to a circular model, and social inclusion are the hallmarks of a green economy. Environmental sustainability goes hand in hand with the principles of the green economy, as growth models based on increasing resource consumption and polluting emissions are not sustainable. The green economy emits as few pollutants as possible, makes efficient use of natural resources, drastically reduces waste, promotes an inclusive society, and combats climate change. The green economy framework recognizes that long-term economic growth is directly linked to environmental services and stable climate conditions [10].

Within this context, education systems must prioritize strategies to enhance the understanding of the key concepts associated with climate change and sustainability. According to UNESCO, education systems should be extensively aligned with environmental challenges, with a strong emphasis on addressing climate change [11]. In the same direction, the EU’s priorities include integrating sustainability into all aspects of education and training and strengthening the learning framework for the green transition and sustainable development [12]. Education must equip learners with the skills and attitudes required to actively contribute to sustainability solutions, both in their personal lives and professional roles. Impacts are anticipated due to the creation of new and/or modifications to current products, production methods, business models, and business or socioeconomic activities, both during and in the wake of the shift to a climate-neutral economy. As a result, new markets are created where the scope of work is redefined, or new jobs are created that require new skills. It is therefore important to seek to upgrade skills and reskill the workforce while promoting and supporting green employment opportunities.

Education for sustainable development (ESD) is a cornerstone of the Sustainable Development Goals [13]. Education for sustainable development (ESD) fosters the development of skills needed to address the challenges of sustainable development. It is crucial that the principles of ESD are integrated into engineering curricula [14]. Education can contribute to sustainability transformations at all levels [15]. In the meantime, researchers have already begun to present conceptual frameworks for the potential of education as a tool for achieving the SDGs, or are trying to measure the extent to which the principles of sustainability and the 17 SDGs are integrated into their curricula, the content of the courses offered, and their pedagogical approach [16,17]. Consequently, ESD is essential for developing the skills, competencies, and values necessary to address future sustainability challenges and foster dedication to the creation of sustainable communities [18].

One term that is often used in this context is green education, which refers to a teaching approach that focuses on educating individuals about environmental issues, ecological principles, and sustainable practices. It aims to impart knowledge about various environmental challenges such as climate change, biodiversity loss, pollution, and resource depletion, while emphasizing the importance of taking preventive measures to address these issues. Multiple studies have highlighted that there is no universally applicable pedagogy for green education. Instead, there is growing consensus on the need to transition toward participatory, active, and experiential learning approaches that meaningfully engage learners and enhance their critical thinking, ability to act, and understanding [18,19,20,21,22,23]. According to the findings of Akinsemolu and Onyeaka [19], green education may be more effective in achieving the Sustainable Development Goals (Figure 1).

In the pursuit of a successful transition to a green economy, the demands and structure of the labor market are changing as the new green paradigm implies new ways of thinking about the creation, design, development, and use of materials, goods, and services. A fair green transition demands that the current and future workforce have the necessary associated skills [24]. As a result, the education system must adapt to meet the evolving human capital requirements at all levels [25].

To tackle climate change and promote sustainable development, measures such as decarbonization of the energy system are critical; however, too often, the need for a skilled workforce is not assessed as important in achieving renewable energy-powered, low-carbon, circular economies, and the skill set associated with the green transition is not often adequately described [26]. It is argued that human resource development is the basis for the green transition of economies and that technical and vocational education and training (VET) plays a critical role in this direction. The EU has also pointed out that, for the transition to the green economy, VET plays a key role in this direction. VET programs can develop both the transversal and technical skills of the workforce, enabling them to become part of green transition strategies [27,28]. In particular, there is a growing need for ‘green skills’, for which there is no clear definition, but which can be defined as any skill that supports the transition to a sustainable society [29]. At present, the term ‘green skills’ lacks a widely agreed-upon definition, and is thus commonly used vaguely, broadly, and is sometimes used interchangeably with terms such as ‘green jobs’ or ‘sustainability skills’. Many studies have also focused mainly on the skills needed to achieve zero-emission targets. In addition, the concept of ‘sustainability competences’ is not conceptually clear, and there is an ongoing debate on the possibility of establishing a single, coherent framework for core sustainability competences [30,31].

The topic of green skills is being addressed by the European Commission and several organizations, such as the European Centre for the Development of Vocational Training (Cedefop), the OECD, and the International Labour Organization (ILO). As a result of resolving numerous global crises, the term has received increasing attention in the scientific literature since 2012, with a notable acceleration in the early 2020s [26,32,33].

Despite the difficulty of clearly defining green skills in a broader context, green skills generally refer to the skills, knowledge, and attitudes needed to develop and implement sustainable practices in the workplace, with the aim of protecting the environment and promoting social and economic sustainability. These skills include both technical and managerial competences related to the implementation of green and environmentally friendly strategies and technologies, as well as the promotion of environmental awareness among employees [30,34].

Green skills include a wide range of knowledge related to understanding and implementing sustainable practices, such as resource management or the use of renewable energy sources, and play a key role in Europe’s quest for sustainability and in achieving Europe’s climate change and carbon net zero targets [30,35,36,37]. One of the primary approaches to developing these skills is t lifelong learning, which is a component of many international policy initiatives and the EU’s strategy for achieving the Sustainable Development Goals (SDGs) of the UN (United Nations), particularly SDG 4, which emphasizes inclusive, equitable, and high-quality education and opportunities for lifelong learning for everyone [38]. The term “lifelong learning” refers to any type of learning activity that takes place over the course of a person’s lifetime with the goal of acquiring or developing knowledge, skills, and competencies that support social cohesion, the development of an integrated personality, professional integration and personal growth, the development of the capacity for active citizenship, and social, economic, and cultural advancement [39]. Adult learning and education is a core component of lifelong learning [40].

According to UNESCO (1976), adult education encompasses all formal and informal structured learning activities that either replace or enhance prior education. According to the 1997 Hamburg Declaration, lifelong learning allows adults to acquire credentials, knowledge, and abilities for their own or society’s benefit. As highlighted by the UNESCO Institute for Statistics (2011), adult-specific education is crucial for enhancing or modernizing technical and vocational skills. As a vital part of lifetime learning, adult education is influenced by historical and cultural settings and aims to promote social awareness, empowerment, and peace. The Belém Framework for Action and the 2015 UNESCO Recommendation, which emphasize the role of adult education in lowering poverty, enhancing well-being, and promoting sustainable societies, served as reaffirmations of these ideas during CONFINTEA VI (2009) [41,42,43,44,45].

The need for adult education has recently grown due to significant structural causes, which have also strengthened its significance in social development [46,47,48]. As a result, worldwide trends have highlighted the importance of investing in adult education [49,50]. Concepts such as employability, the knowledge society, globalization, and lifelong learning have an impact on adult education, especially at the policy level. The diverse functions and effects of adult education on sustainable development have been highlighted in the 2030 Agenda for Sustainable Development [51,52]. The skills required and career paths of workers in changing labor markets are impacted by new technologies, growing automation, and moving production locations [51,53,54,55,56,57]. In Greece, initial VET within the framework of adult education gained momentum in the early 1990s, with the establishment of vocational training institutions (VETs) [58].

The integration of educational technologies into VET programs represents one of the most significant advancements in modern education, training, and workforce development to enhance student empowerment and engagement [59]. Designing meaningful learning experiences with technology for adult learners can optimize learning experiences [60]. Τhe integration of educational technologies, with a particular focus on Information and Communication Technology (ICT) tools, promotes flexible learning as it gives teachers and students the opportunity to deviate from the traditional learning environment and approach learning in new environments with the help of technology. ICT tools constitute one of the key policy instruments for fostering innovation within educational systems [61]. At present, the use of ICT tools not only facilitates the educational process, but also transforms the learning process and helps education to encourage the participation of learners in actions that promote the goals of sustainable development [62,63,64,65]. In learner-centered teaching, there is a strong connection between ICT tools and educational innovation [66]. Overall, digitization has brought about substantial transformations across various sectors, significantly impacting the landscape of adult education [67].

Teaching engineering to VET learners is an important factor in developing the knowledge and skills needed in the world of work [68,69]. ICT tools can provide a friendly learning, communication, and collaboration environment that increases the interface and interaction between instructors and students in the teaching and learning of engineering. In the interactive teaching–learning environment, the instructor becomes a facilitator. Multimedia resources (text, graphics, audio, video, and animation) as a mode of communication can enrich the methodology of teaching and learning of engineering [70]. In this context, focusing on the needs and skills development of the student becomes of paramount importance. Multimedia is non-linear and allows students to follow their own learning paths, developing knowledge and skills through problem solving with multiple modes of understanding, as well as changes in attitudes and behaviors [71,72]. In the learning environment of engineering, the interaction between the teacher and student is predominant. The interactive method fosters active learning, creative thinking, analytical skills of students, skills, discussion, argumentation, teamwork, and effective communication [70].

An innovative learning environment fosters, among other things, collaborative exploration in small groups, allowing students to solve authentic problems; conduct laboratory experiments, simulations, 3D modeling, and digital exploration; and interact using multimedia, especially graphics, animations, and educational videos [73,74,75,76]. In this environment, learning is fun and engaging thanks to the rich interactive multimedia-based content, and students can receive rapid feedback, which helps them to learn new things and perform better. The use of multimedia in engineering enhances learning, comprehension, and problem solving in complicated technical disciplines and promotes the development of skills within an interactive technological environment [77]. This stimulates students’ motivation and piques their interest, and the educational material becomes more creative and engaging [78,79]. It enables students to flexibly adapt the pace of learning to their personal needs and preferences, enhancing their confidence. The use of multimedia in teaching supports students to become critical thinkers, problem solvers, and more competent in searching for information [70,80]. Furthermore, videos provide the advantage of combining visual and auditory educational material (text, static images, animations, graphics, sounds) simultaneously, increasing social interaction while providing an environment for personalized learning, through features such as resuming and pausing content and the reinforcement of learning motivation [81].

It has to be mentioned that the principles and methods of adult education should be taken into account when referring to adult learners, particularly within the context of VET; however, this does not mean that sustainability learning is not affected by teachers’ didactical work [82,83]. In the context of adult education, several theoretical approaches have been developed. Among the most popular models is Knowles’ andragogical model (1968). Andragogy concerns adult education and learning placing an emphasis on immediate applicability, relevance to learners’ experiences, and self-directed learning [84]. Among the learning theories that have been developed is transformative learning theory, as proposed by Mezirow, which promotes experience-driven, reflective learning processes that are essential for developing long-lasting behaviors in adult learners [85].

The aim of this study is to examine, in an authentic learning environment, the extent to which the acquisition of skills necessary for the adoption of green practices in the workplace by future technicians is facilitated through the use of ICT tools during the educational process, compared to traditional, teacher-centered practices. Despite the increasing use of ICT tools in VET and adult education [67,86], there remains a significant gap in the literature regarding how these technologies support the development of skills among new engineering trainees, specifically green skills.

2. Materials and Methods

2.1. Research Objectives and Hypotheses

This research aims to investigate how the utilization of ICT educational tools in the curricula of professional mechanical engineering training, compared to teaching using traditional educational methods, affects the following areas:

-

The transition to the “green economy”, “green entrepreneurship”, and “sustainable development”.

-

The degree of achievement of the pedagogical and didactic goals from the teaching, as well as the added interest in the taught subject.

In the framework defined according to the research objectives, the following hypotheses were developed:

H1. 

“The utilization of ICT educational tools during the teaching of engineering courses, compared to the application of traditional teaching, made the course more enjoyable and interesting for the trainees of Higher Vocational Training”. The first research hypothesis stems from the fact that trainees’ engagement is foundational to any effective educational approach. In the case that trainees find the course more enjoyable and interesting, they are more likely to retain deeper knowledge and participate actively, leading to long-term skill acquisition. The use of ICT educational tools has been shown to enhance motivation and satisfaction.

H2. 

“The utilization of ICT educational tools during the teaching of engineering courses, compared to the application of traditional teaching, enhances the interaction—collaboration with the instructor and the trainees of Higher Vocational Training”. The second research hypothesis stems from the fact that modern educational environments emphasize collaborative learning, where knowledge is co-constructed through social interaction. ICT technologies could foster enhanced communication between instructors and trainees. This research hypothesis examines whether these tools strengthen the social and communicative aspects of the learning environment.

H3. 

“The utilization of ICT educational tools during the teaching of engineering courses, compared to the application of traditional teaching, strengthens the connection of trainees and subsequent human resources skills with sustainable development”. The third research hypothesis stems from the fact that sustainable development requires not only knowledge of environmental principles but also the ability to integrate them into technical decision-making. Engineering education that utilizes ICT educational tools (e.g., through simulations of renewable energy systems) could enable trainees to apply sustainability concepts to real-world challenges more easily than applying traditional teaching.

H4. 

“The utilization of ICT educational tools during the teaching of engineering courses, compared to the application of traditional teaching, helps the trainees to understand the necessity of reducing the emission of pollutants into the environment and strengthens the culture of mechanical human resources for the protection of natural resources”. The forth research hypothesis stems from the fact that understanding environmental consequences and adopting a mindset of conservation are critical behaviors for future human resources. Engineering education that utilizes ICT educational tools could allow trainees to visualize environmental impacts through real-time data and simulations, reinforcing both knowledge and values.

H5. 

The utilization of ICT educational tools during the teaching of engineering courses, compared to the application of traditional teaching, helps to transition to the “green economy” through the development of “green skills” to the trainees of Higher Vocational Training.This hypothesis is the culmination of the previous four, directly linking education based on ICT educational tools with competencies that support a green economy. Engineering education that utilizes ICT educational tools could contribute to the broader goal of workforce transformation for sustainable development through trainees’ green skills development.

Each of the aforementioned hypotheses targets a specific dimension of learning and contributes to a holistic understanding of how ICT educational tools in engineering can serve as a strategic pathway for green transition.

2.2. Description of Used ICT Educational Tools

The survey was conducted with trainees from Higher Vocational Training Schools (SAEKs) in the wider area of Athens, Greece, and in the context of adopting innovative teaching methods using ICT educational tools for engineering technician students. The study included 4 educational scenarios utilizing simulators and 12 video lessons. The total duration of the students’ training was 18 teaching hours, divided into four 3 h scenarios that utilized innovative educational tools and ICT such as a GeoGebra simulator, computers, etc.) and 12 video lessons spanning 15–20 min each. Each educational scenario is implemented in five (5) phases. The 1st phase concerns the identification of the problem, lasted 15 min, and included the presentation of the problem by the trainer and a “Questions & Answers” session with the trainees. The 2nd phase concerns the representation of the problem, lasted 25 min, and included the group activity of the trainees of the representation of the problem through drawing in order to deepen the understanding of the problem. The 3rd phase concerns the selection of the strategy to address the problem, lasted 20 min, and included the individual activity of the trainees in determining the steps to solve the problem. The 4th phase concerns the execution of the strategy to solve the problem, lasted 60 min, and included the group activity of the trainees with the trainer intervening when necessary to guide the trainees using supporting questions. The 5th and final phase concerns the presentation and synthesis of the results, lasted 60 min, and included the presentation of the results by various trainees and their discussion. The first educational scenario included increasing cylinder capacity and changing the compression ratio of a four-stroke internal combustion engine, and was carried out in the GEOGEBRA environment (4-Stroke Engine https://www.geogebra.org/m/fmhfXxu9#material/fCHTsj4RGeoGebra (accessed on 8 June 2024)). The aim of this scenario was to study, in real time, how the cylinder capacity and compression ratio change in a graphical environment by modifying the construction characteristics of an internal combustion engine, such as Bore, Deck Height, Crank Pin, Rod, and Compression Height. The second educational scenario included an autonomous photovoltaic system (ESOPOS: https://photodentro.edu.gr/lor/r/8521/11340?locale=el (accessed on 8 June 2024)). This scenario aims to examine how a calculation study is carried out for an autonomous photovoltaic system in a house with the panels and batteries required to make a house’s energy autonomous by parameterizing the location of the house, the reference month, and the electrical appliances (and their operating time) that have an impact on the total number of panels, as well as the number of batteries to cover the energy use of the house. The third educational scenario included the study of thermodynamic changes in perfect gases (isothermal and adiabatic change) (https://www.eduportal.gr/sep/ (accessed on 8 June 2024)). This scenario aims to examine the isothermal and adiabatic changes and their connection with the OTTO thermal cycle of an internal combustion engine (ICE). The experiment is carried out using a virtual laboratory (simulation), which, in addition to collecting measurements, provides the possibility of graphical representations and calculations of quantities such as temperature, volume, and pressure. Ιsothermal and adiabatic change are plotted on a p–V (pressure–volume) graph, and the quantities that change are the pressure p, volume V, and temperature T. The fourth educational scenario included the study of Hooke’s law for springs (ESOPOS: https://phet.colorado.edu/en/simulation/hookes-law (accessed on 8 June 2024)). This scenario aims to examine examples of loading (tension and compression) of materials within the scope of the specialty. Assumptions are formulated, for each example, regarding the magnitude of the loads, the deformation (elongation or acceleration) of the study material, and the importance of its calculation in the safety of structures. The 12 video lessons included topics related to internal combustion engines (two-stroke, four-stroke), the structure of the engine (piston), the conductor (flywheel, crankcase, cylinder head), the camshaft ohv (sohc, dohc), the valves (vtec cover), the fuel supply, the lubrication system, the cooling system, the theoretical operating cycle of Otto, the theoretical operating cycle of diesel, the actual operating cycle of Otto (Valve Timing Diagram for 4-stroke Petrol Engine), the actual operating cycle of diesel (Valve Timing Diagram for 4-stroke Diesel Engine), and the conventional ignition system (Myportal). All 12 video lessons were accompanied by an appropriate worksheet, with which respondents were invited to answer questions related to the material covered.

The aforementioned ICT educational tools were selected because they offer significant advantages, both for teachers and trainees. The main reasons for selecting these innovative educational tools include the following:

Safety Benefits: Trainees are able to practice on complex engineering procedures without the risk of an accident or equipment damage.

Environmental Benefits: Trainees are able to practice without producing pollutant emissions from machines during training, as well as being able to reduce material and energy consumption.

Cost Reduction Benefits: While trainees practice on simulators, costs are reduced because there is no need to use real materials, fuel, or equipment that can wear out or be damaged.

Personalized Training Benefits: The simulator’s difficulty level can be adjusted to the educational level of each student, and they can repeat complex engineering procedures as many times as they want. In addition, trainees are able to practice in various scenarios or with equipment that may not often be physically available in the training environment. Finally, training can be carried out remotely at any location and at any time.

2.3. Data Description

Data Collection, Survey Design, and Statistical Methods

In this research, a quantitative methodology was applied by using a suitable questionnaire in a representative sample of trainees in Greek Schools of Higher Vocational Training in the wider area of Athens, Greece. For the needs of this research, permission was obtained from the Research Ethics Committee of the University of Piraeus, and the respondents also signed a relevant consent form for participating in this survey. The survey was conducted from September 2023 until June 2024, aiming to identify the trainees’ views as regards the effect to the transition to the “green economy” through the development of “green skills” when being tutored with innovative educational tools and ICT against being tutored with traditional educational approaches. Before the survey’s implementation, collaboration was conducted with mechanist educators from the vocational sector, developing a questionnaire in the Greek language, and a pilot study was conducted aiming to detect errors and misunderstandings in the corresponding questions (Appendix A) with eleven (11) participants. The questionnaire’s questions utilized a five-point Likert scale, ranging from −2 to +2, expressing the agreement level of the trainees (−2 corresponds to “I strongly disagree”, −1 corresponds to “I disagree”, 0 corresponds to “I neither disagree nor agree”, 1 corresponds to “I agree”, and 2 corresponds to “I strongly agree”) [87]. The questionnaire contained three sections. The first section, “individual student profile”, focuses on the demographic description of the trainees. The second section, “Evaluation of added teaching value in terms of teaching type”, included attributes relative to pedagogical dimensions regarding the type of educational method. The third section, “statements concerning the impact of innovation in vocational education and training curricula in the transition to the “green economy”, “green entrepreneurship”, and “sustainable development””, consists of related questions. The trainees were separated into two discrete clusters. In the first cluster (with 450 trainees), the educational method applied included the use of ICT educational tools (e.g., use of PC, simulators, etc.); meanwhile, in the second cluster (with 333 trainees), a traditional educational method (e.g., teacher-centered practices, traditional school blackboard, and traditional schoolbooks) was applied (the ratio of the two independent samples’ sizes is equal to 1.35:1) [88]. All trainees, independent of their group concerning the educational approach, had prior experience of teaching using ICT educational tools in other courses in the curriculum but not for the specific concepts of this course. All the trainers who participated and assisted in the research held B-level ICT training for minimizing the trainers’ effect on the results. The B’ level ICT (Information and Communication Technologies) training is a specialized teacher training program in Greece that aims at the essential and pedagogically correct integration of ICT in the teaching process. In this research, a simple random sampling technique was applied, and a total number of 783 respondents were valid during the two educational semesters. The reliability coefficient Cronbach’s Alpha was 0.832 for the total questionnaire, indicating the high internal consistency of the tests used [89]. More specifically, for the pedagogical scale (4 items), Cronbach’s Alpha was 0.903, and for the transition to green economy scale (4 items), it was 0.919. Besides the calculation of descriptive statistics, such as the mean value and standard deviation for each variable (presented as mean ± st.dev), parametric and non-parametric tests were performed [90]. Although dependent variables are of ordinal scale since the sample size was sufficiently large, the parametric means equality test was conducted (independent samples t-test) [91,92]. The previous results from parametric tests were confirmed using the non-parametric Mann–Whitney U test [93]. To assess the magnitudes of observed differences, the Cohen’s d effect size was calculated [94]. The collected data were analyzed using statistical software (IBM SPSS ver.25).

2.4. Socioeconomic and Demographic Profile of Trainees

The sample of trainees consisted of 69 females (8.8%) and 714 males (91.2%), as illustrated in the pie chart in Figure 2. This ratio is consistent with the corresponding population distribution of technicians. The percentages of females and males for the sub-sample of teaching with ICT educational tools were 10.9% and 89.1%, respectively, while for the sub-sample of traditional teaching, they were 6.0% and 94.0%, respectively. The distribution as regards specialty is presented in Figure 3, where “Vehicle Mechatronics Technician” corresponds to more than half of the trainees (50.06%) and specialty “Renewable Energy Technician” corresponds to the lowest percentage of trainees (1.92%). The remaining specialties “Instructors of Candidate Car & Motorcycle Drivers”, “Refrigeration, ventilation and air conditioning installation technician”, and “Heating, Petroleum & Natural Gas Technicians” correspond to percentages 12.64%, 16.99%, and 18.39%, respectively. The percentages of Vehicle Mechatronics Technicians; Instructors of Candidate Car and Motorcycle Drivers; Refrigeration, Ventilation and Air Conditioning Installation Technicians; and Heating, Petroleum, and Natural Gas Technicians for the sub-sample of teaching with ICT educational tools were 53.3%, 12.0%, 16.9%, and 15.3%, respectively, while for the sub-sample of traditional teaching, they were 45.6%, 13.5%, 17.1%, and 22.5%, respectively. The age distribution of the trainees is presented analytically in Figure 4. Most respondents were aged between 18 and 30 (almost 80%), while about 12% of them were between 31 and 44 years old. The rest of the participants were 45 years old and older. The percentages of respondents aged 18–30, 31–44, and greater than 44 for the sub-sample of teaching with ICT educational tools were 79.3%, 12.9%, and 7.8%, respectively, while for the sub-sample of traditional teaching, they were 79.9%, 11.1%, and 9.0%, respectively. Trainees’ family status is presented in Figure 5. Single respondents correspond to 75%, while the remaining respondents are married with children (10%) or without children (15%). The percentages of single respondents, married respondents with children, and married respondents without children for the sub-sample of teaching with ICT educational tools were 77.8%, 8.7%, and 13.6%, respectively, while for the sub-sample of traditional teaching, they were 68.4%, 13.4%, and 18.2%, respectively. A total of 57.47% of the trainees were taught mechanical engineering courses using innovative educational tools and ICT during the teaching, and the remaining 42.53% of the trainees were taught mechanical engineering courses via traditional teaching (Figure 6). Balance in the sample was observed in terms of work status, as illustrated in Figure 7. In addition, the educational background of trainees in Higher Vocational Training Schools comprised a common baseline, as all of them had completed secondary education, meaning that the level of prior knowledge was similar for all participants is comparable.

3. Results

3.1. Teaching Dimension Regarding the Type of Educational Method

In this survey, regarding the type of educational method, trainees who were taught engineering courses using ICT educational tools in the teaching process had a higher degree of agreement (t = 16.605, p < 0.01) with the statement “This teaching approach in engineering courses made the course enjoyable for the trainees of Higher Vocational Training” (0.96 ± 1.25) compared to the trainees who were taught engineering courses by using traditional teaching (−0.63 ± 1.39) (Figure 8 and Appendix A). In addition, Cohen’s d was equal to 1.20, indicating the large effect size for the observed difference.

In addition, trainees who were taught engineering courses using ICT educational tools during the teaching process had a higher degree of agreement (t = 16.826, p < 0.01) with the statement “This teaching approach in engineering courses made the course interesting for the trainees of Higher Vocational Training” (0.99 ± 1.14) compared to the trainees who were taught engineering courses with traditional teaching (−0.52 ± 1.31) (Figure 7 and Appendix A). In addition, Cohen’s d was 1.22, indicating the large effect size of the observed difference. Therefore, the first hypothesis (H1) is accepted.

Furthermore, trainees who were taught engineering courses using ICT educational tools during the teaching process had a higher degree of agreement (t = 15.524, p < 0.01) with the statement “This teaching approach in engineering courses enhances the interaction—collaboration between the instructor and the trainees of Higher Vocational Training” (0.91 ± 1.12) compared to the trainees who were taught engineering courses with traditional teaching (−0.47 ± 1.29) (Figure 8 and Appendix A). In addition, Cohen’s d was 1.21, indicating the large effect size of the observed difference. Similarly, trainees who were taught engineering courses using ICT educational tools during the teaching process had a higher degree of agreement (t = 15.249, p < 0.01) with the statement “This teaching approach in engineering courses enhances the interaction–collaboration among the trainees of Higher Vocational Training” (0.89 ± 1.14), compared to the trainees who were taught engineering courses with traditional teaching (−0.49 ± 1.33) (Figure 7 and Appendix A). In addition, the Cohen’s d was 1.23, indicating the large effect size of the observed difference. Therefore, the second hypothesis (H2) is also accepted.

3.2. Dimension of the Transition to Green Development Regarding the Type of Educational Method

Similarly to the aforementioned pedagogical dimension, regarding the type of educational method, trainees who were taught engineering courses using ICT educational tools during the teaching process had a statistically significantly (t = 17.941, p < 0.01) higher degree of agreement (0.92 ± 1.13) with the statement “This teaching approach in engineering courses strengthens the connection of human resources skills with Sustainable Development” compared to the trainees who were taught engineering courses with traditional teaching (−0.60 ± 1.21) (Figure 9 and Appendix A). In addition, the Cohen’s d was 1.29, indicating the large effect size of the observed difference. This result implies a correlation between the educational content and sustainability-oriented skillsets, meaning that trainees were better prepared with innovative educational tools compared to with traditional educational methods to apply what they learned in real-world sustainable practices or green technologies. Therefore, the third hypothesis (H3) is accepted.

Additionally, trainees who were taught engineering courses using ICT educational tools during the teaching process had a statistically significantly (t = 18.883, p < 0.01) higher degree of agreement (0.98 ± 1.14) with the statement “This teaching approach in engineering courses strengthens the culture of human resources for the protection of natural resources” compared to the trainees who were taught engineering courses with traditional teaching (−0.63 ± 1.20) (Figure 8 and Appendix A). In addition, the Cohen’s d was 1.37, indicating a very large effect size of the observed difference. Furthermore, trainees who were taught engineering courses using ICT educational tools during the teaching process had a statistically significantly (t = 19.513, p < 0.01) higher degree of agreement (0.99 ± 1.13) with the statement “This teaching approach in engineering courses helps to understand the necessity of reducing the emission of pollutants into the environment” compared to the trainees who were taught engineering courses with traditional teaching (−0.68 ± 1.23) (Figure 8 and Appendix A). In addition, the Cohen’s d was 1.16, expressing the large effect size of the observed difference. This result suggests that when engineering trainees are taught using modern and technology-enhanced educational tools, such as simulations and interactive digital tools, they are better able to understand why it is important to reduce pollution and develop stronger environmental values and attitudes for the protection of natural resources than when they are taught using older, traditional teaching methods. Therefore, the fourth hypothesis (H4) is also accepted. Finally, trainees who were taught engineering courses using ICT educational tools during the teaching process had a higher degree of agreement (t = 19.792, p < 0.01) with the statement “This teaching approach in engineering courses helps to transition to the “Green Economy” (0.99 ± 1.11) through the teaching of “green skills” to the trainees, compared to the trainees who were taught engineering courses with traditional teaching (−0.72 ± 1.25) (Figure 8 and Appendix A). In addition, the Cohen’s d was 1.19, indicating the large effect size of the observed difference. This result shows that when engineering trainees are taught with modern, technology-driven methods, they acquire green skills more effectively than when taught via traditional methods. These green skills are practical competencies required to drive and sustain the green transition in sectors utilizing engineering, such as energy, construction, transportation, and manufacturing. Therefore, the fifth hypothesis (H5) is accepted.

In addition, suitable tests were performed for the following confounding variables: gender, specialty, and professional status. None of these variables were found to affect the results that apply to the entire sample. However, in the case of age, and only for the age group “45 and over”, no statistically significant effect was presented in the variable concerning the enhancement of interaction–collaboration among the trainees of Higher Vocational Training between the groups under different teaching approaches, meaning that the second research hypothesis is partially accepted in this age group.

4. Discussion

The findings of the current study raise certain issues that need further investigation, as well as other conclusions that are supported by existing research.

The survey conducted among trainees of vocational training in the engineering sector confirmed that the use of ICT educational tools can contribute to the green transition of the economy, as they can better understand the relevant concepts and consider it important to follow corresponding practices in their work environment. These findings align with previous research emphasizing the critical role of education in driving the economy toward sustainability. A survey contacted in provincial China confirmed the existence of a positive relationship between education and environmental sustainability [95]. Furthermore, various studies in previous years have confirmed that green skilled human capital positively contributes to the environmental performance and green innovation of companies [96,97,98]. Another study has pointed out that it would be of benefit to align lifelong learning activities with the principles of responsible consumption and production [99]. Consistent with these findings, this study confirmed that the use of ICT educational tools in the educational process of lifelong learning trainees enhances the development of human resource skills on issues related to sustainable development. The research also examined whether the use of ICT educational tools during the teaching of engineering courses to technicians helps in the comprehension of the necessity to reduce the emissions of pollutants released into the environment, confirming their positive relationship and interaction. Finally, the research confirmed that the use of ICT educational tools in the training of technicians enhances the perception of the necessity of protecting natural resources.

Furthermore, the findings confirmed that the use of ICT educational tools in vocational engineering education significantly enhances both the enjoyment and engagement of trainees and their interaction with instructors and peers. These observations align with prior research emphasizing the role of digital tools, such as simulations and interactive platforms, in creating dynamic and engaging learning environments [100,101]. Additionally, Han et al. highlighted that well-trained instructors utilizing these technologies foster collaborative learning, which is essential for addressing complex engineering challenges [102]. Enhanced collaboration, as observed in this study, resonates with conclusions from another study that highlighted the role of interactive environments in improving teamwork and communication skills [103]. These benefits underline how such tools shift learning from passive absorption to active participation, as highlighted in corresponding research on the effectiveness of multimedia in promoting long-term retention and understanding [70].

This research highlighted how ICT educational tools contribute to building “green skills,” aligning vocational training with sustainability goals that are consistent with the results of a survey on how embedding sustainability-focused practices in education develops human resources that drive green innovation [15,98]. As noted by Li et al. [47], such education is pivotal for advancing environmental sustainability and equipping trainees to support green economic transitions.

In summary, the study underscores that integrating ICT educational tools into VET enhances engagement, collaboration, and sustainability-related skills. These findings reflect broader research, confirming the importance of innovative teaching methodologies using ICT educational tools in preparing trainees for both professional and ecological challenges. An essential component of adult education is digital resources and materials for learners, which facilitate information acquisition, skill development, and success in a variety of fields, as pointed out in the study conducted by Ochoa Dąderska et al. [104]. In this context, the study revealed several challenges for educational technology integration—especially in adult education—facilitating learner interactions and research processes.

This study shows that further investigation is needed into the continuous training of educators, focusing on both the pedagogical approach to using digital technologies in education and the available digital resources for adult learners. It is also important to consider whether the use of digital tools contributes to the achievement of the learning outcomes set out in the curriculum [105]. It should be noted that learning outcomes can be achieved without the use of educational technologies; however, on the other hand, educational technology facilitates the achievement of the learning outcomes of each program [106]. In addition, it is important to understand the impacts of these digital tools on learner engagement and motivation in terms of optimizing their effectiveness in adult learning environments. Furthermore, one issue that should be examined with respect to digital tools is that users could avoid taking responsibility for their work by blaming the “machines” for not producing the desired outcomes [107].

It must be pointed out that both good and negative effects on the educational process and the anticipated learning outcomes can be attributed to the use of ICT educational tools. Positive effects include improved access to learning materials and information, more dynamic and interesting classes, increased flexibility and autonomy for students, easier individualized instruction, and progress tracking. As for the drawbacks, it should be investigated whether using ICT educational tools can divert learners, diminish their motivation for work and self-control, stifle their creativity, and lessen in-person interactions between students and teachers. Whether there are more positive or negative consequences may determine the overall influence of ICT educational tool use on student learning outcomes [108,109]. This exploration will help to highlight the best practices and inform future training initiatives for educators.

Furthermore, future research should also examine whether trainees eventually adopt “green practices” in the workplace. At present, it is being explored as part of this specific study whether trainees comprehend how their actions can impact on the climate issue and, consequently, the shift to a green economy, given that the two objectives are linked. As improper resource usage has serious negative effects on the ecosystem, the same is true for improved resource management. Resource use is predicted to rise by 60% by 2060, according to the UNEP, which could compromise attempts to address climate change, biodiversity loss, pollution, and waste. The same report noted that present education programs do not produce the skills or business models that the shift will require, and that current skills do not completely fulfill the needs of the change [110].

Finally, it must be mentioned that, in order to draw generalized conclusions—at least, as far as Greece is concerned, which is a limiting factor for the present study—the investigation of the corresponding research hypotheses in Higher Vocational Training Schools (SAEKs) throughout Greece must be examined. Additionally, as a follow-up to this research, a future study of the corresponding research hypotheses will be carried out on samples of minor students at vocational high schools in the Attica region, with the aim of investigating the effect of the age of the respondents.

5. Conclusions

The transition to a green economy requires a well-prepared workforce, making it essential to implement education and training programs that focus on developing employees’ green skills [111]. It is now widely recognized that education plays a crucial role in economic growth and that training and human resource development are vital for continuous adaptation to the ever-changing working environment.

In conclusion, our findings underscore the importance of transforming the learning environment for technician trainees through the integration of appropriate digital educational tools. These tools transform the educational process and contribute to the development of human resources with green skills, which are necessary for the adoption of green economy principles by businesses.

In this context, the adoption of digital educational tools serves as a valuable mechanism for upgrading the skills of the trained technicians, who can better understand the relevant concepts of the green economy and sustainable development compared to the traditional way of teaching. The findings of this study highlight practices that could be adopted in the context of policymaking with regard to program management, educational technology, and associated policies.