Digital Competence of Teachers and Students in Sustainable Education
A special issue of Sustainability (ISSN 2071-1050).
Deadline for manuscript submissions: 28 July 2024 | Viewed by 1282
Special Issue Editors
Interests: science education; technology enhanced learning and teachers' professional development
Special Issue Information
Dear Colleagues,
Promoting digital competence among teachers and students in sustainable education is pivotal for shaping environmentally conscious societies. Several frameworks have emerged to cultivate digital and green competences within the context of sustainability, including GreenComp, CARE-KNOW-DO green skills, RRI Competences, and green skills for action, gender, and empowerment (Wiek et al., 2016; Okada & Sherborne, 2018; Bianchi et al., 2022; Okada & Gray, 2023). Various pedagogical approaches have been employed such as open schooling, inquiry-based science, and inclusive, interconnected, and equitable approaches (Baptista & Martins, 2023; Zaduski et. al, 2023). However, there remains a need for effective methodologies to foster, assess, and master essential competences in sustainable education (Sillat et al., 2021; Fernández-Batanero, 2021; Stopar & Bartol, 2019). The examination of case studies and real-world examples illustrating the utilisation of digital competence to advance sustainability has become crucial.
The demand for green jobs is increasing due to sustainability imperatives, creating a significant skills gap. To bridge this gap, support job opportunities, and maintain economic stability, it is essential to develop green digital skills (Sourgiadaki & Karkalakos, 2023; Deloitte, 2022; Taskforce, 2021; Nikolajenko-Skarbalė et al., 2021). Green digital skills empower individuals to adopt eco-friendly habits, promoting energy efficiency, waste reduction, and a reduced carbon footprint. These skills enable informed choices, which in turn benefit health, well-being, and continuous learning (GOV.UK 2022; European Commission 2020; European Council, 2018). Digital-green-skilled citizens and professionals play a crucial role in environmental preservation and climate change mitigation (Kwauk & Casey, 2022; Holfelder, 2019; Okada & Gray, 2023). Additionally, they advocate sustainable policies, influencing government decisions and corporate behaviour. These skills foster active engagement in environmental discussions, resulting in positive change and accountability (Aikens & McKenzie, 2021; Alliance, 2022; Brundiers et al., 2020).
Objective:
We invite researchers, educators, and practitioners to contribute insights and experiences that will foster discussion on enhancing digital competence in sustainability education. This Special Issue aims to showcase best practices, inform stakeholders at all levels, and bridge theory and practical application.
Key Questions:
- What competences are crucial for teachers and students to promote economic and social equity through sustainability education?
- What are the outcomes of effective curriculum design, pedagogy, assessment methods, and technology integration for sustainability education?
- How does digital education in sustainability prepare individuals with the necessary skills for leadership, justice, and innovation?
- In what ways do both online and in-person education enhance community digital competences for problem-solving, trust-building, sustainability, and democratic governance?
Scope:
This publication seeks research papers, case studies, and conceptual works exploring the alignment of digital green skills with sustainability practices across all education levels, including early years, primary and secondary schools, vocational training, formal and informal learning, higher education, professional training, and lifelong learning.
We welcome diverse submissions covering, but not limited to, the following topics:
- Digital Competences and Sustainability: Investigating the role of digital competences in promoting success among teachers and students;
- Governance, Trust, and Democratic Citizenship: Examining the digital and green skills that empower active citizen participation towards Agenda 2030;
- Open Schooling with Technology: Exploring how digital tools facilitate collaborative problem solving, critical thinking, and sustainable solutions among educators, experts, students, and their communities;
- Data Competence for Sustainability: Exploring how data analysis and visualisation enhance understanding of sustainable development;
- Emerging technology competencies such as artificial intelligence, mixed/augmented reality, and the Internet of Everything, with a focus on reliability, privacy, and equity;
- Digital Content Co-Creation: Analysing collaborative efforts to create and share digital and open content that advocates for sustainable practices and environmental consciousness.
Join us in advancing the conversation about nurturing digital competence to promote sustainability in education. Your contribution has the potential to shape a landscape of greater digital proficiency and heightened environmental consciousness within society.
Dr. Alexandra Okada
Dr. Mónica Baptista
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- digital education
- sustainability
- leadership
- innovation
- emerging technologies
- open schooling
- innovative pedagogies
