sustainability-logo

Journal Browser

Journal Browser

Special Issue "ICT and Sustainable Education"

A special issue of Sustainability (ISSN 2071-1050).

Deadline for manuscript submissions: closed (14 November 2020).

Special Issue Editor

Prof. Dr. Rosabel Roig-Vila
E-Mail Website
Guest Editor
Departamento de Didáctica General y Didácticas Específicas, Facultad de Educación, University of Alicante, 03690 San Vicente del Raspeig, Alicante, Spain
Interests: educative technology; active methodologies; research in university and non-university teaching; inclusive education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

In September 2015, at the United Nations Sustainable Development Summit, its Member States formally adopted the 2030 Agenda for Sustainable Development with the aim of building a better world. This agenda comprises 17 Sustainable Development Goals (SDGs) based on three main pillars: fighting inequality and injustice, eradicating extreme poverty, and solving climate problems.

Education becomes an essential driver of change in these 17 SDGs, as evidenced by a specific objective referring to this area: SDG4—which reads as follows: “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”—has seven targets and envisages three means of implementation.

Within this context, Information and Communication Technologies (ICTs) are promoting a true revolution as far as education is concerned. However, technology is not an end in itself, but rather a means to an end. Education not only needs to rethink the way in which it addresses pedagogical processes, but also must consider a set of values supported on respect for the fundamental rights of individuals.

This Special Issue aims to open a debate on how to integrate ICTs into the educational context, seeking to achieve a sustainable development from different perspectives. We will thus welcome research fields such as innovative proposals for pedagogical practices; use of ICTs for an inclusive education; development of the digital competences required in the present-day sustainable framework amongst students and teachers alike; links between the adoption of digital technology in the classroom and its social and environmental benefits; new lines for formal, non-formal, and informal training processes structured around u-, b-, and e-learning; attention to lifelong learning as a training model in the information society; big data analysis to enhance educational quality; studies on ICT-related educational policy and organization; socio-educational and psycho-educational aspects associated with digital technology; and any other topic where ICTs relate to the power of education to transform and encourage society to move towards a new paradigm focused on a sustainable development of our planet.

Prof. Dr. Rosabel Roig-Vila
Guest Editor

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 papers will be 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 2000 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

  • innovative pedagogical practices
  • digital technology
  • inclusive education
  • u-learning
  • b-learning
  • e-learning
  • big data
  • educational policy
  • educational organization
  • socio-education
  • psycho-education

Published Papers (24 papers)

Order results
Result details
Select all
Export citation of selected articles as:

Research

Jump to: Review

Article
Digital Newspapers’ Perspectives about Adolescents’ Smartphone Use
Sustainability 2021, 13(9), 5316; https://doi.org/10.3390/su13095316 - 10 May 2021
Viewed by 712
Abstract
The growth of ICTs has led to a new socialization model and a continuous dynamic flow of communication and information, wherein smartphones have become very popular with teenagers. This paper investigates what teenagers use smartphones for and the related intervention measures published in [...] Read more.
The growth of ICTs has led to a new socialization model and a continuous dynamic flow of communication and information, wherein smartphones have become very popular with teenagers. This paper investigates what teenagers use smartphones for and the related intervention measures published in digital newspapers. A qualitative methodology was used to analyze 362 news items published in 53 Spanish digital newspapers. The results and conclusions indicate that teenagers use smartphones mainly for recreational purposes and sparingly for educational ones. The published intervention measures are primarily aimed at stimulating citizens’ reflections on the subject, in order to improve proper smartphone use by teenagers. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Education for Sustainable Development: The Impact of the Values in Mobile Phone Addiction
Sustainability 2021, 13(3), 1479; https://doi.org/10.3390/su13031479 - 01 Feb 2021
Cited by 3 | Viewed by 1226
Abstract
The key competences for sustainable development, among which is digital competence, will not be achieved without the integration of values in education. The objective of this research was to identify and analyze the relationships between the values taught in schools and mobile addiction. [...] Read more.
The key competences for sustainable development, among which is digital competence, will not be achieved without the integration of values in education. The objective of this research was to identify and analyze the relationships between the values taught in schools and mobile addiction. The study design was predictive correlational. The sample consisted of 1453 students of primary and secondary education (61.3% women; 38.7% men). The findings have shown a significant correlation between the values taught in schools and mobile phone addiction. It is concluded that the greater the formation of values, the less the mobile addiction. These correlations are especially significant regarding social values such as solidarity, inclusion, and justice, and personal values such as enthusiasm, patience, impartiality, openness of ideas, honesty, and balance. Likewise, there are significant differences depending on the educational stage; the younger the age, the less the mobile addiction. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
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 - 02 Jan 2021
Cited by 6 | Viewed by 1317
Abstract
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Digital Identity Levels in Older Learners: A New Focus for Sustainable Lifelong Education and Inclusion
Sustainability 2020, 12(24), 10657; https://doi.org/10.3390/su122410657 - 20 Dec 2020
Cited by 4 | Viewed by 1024
Abstract
Identifying the digital identity of older adults entails an essential step for their effective digital inclusion grounded in a holistic and sustainable human development in hyperconnected societies. This paper proposes a theoretical framework with three levels of digital identity based on motives and [...] Read more.
Identifying the digital identity of older adults entails an essential step for their effective digital inclusion grounded in a holistic and sustainable human development in hyperconnected societies. This paper proposes a theoretical framework with three levels of digital identity based on motives and practices: location, action, and significance. This framework was used for designing an ad-hoc scale, tested with a sample of senior learners (n = 659) aged 55 and over involved in active aging programs in Adult Education in Spain. Participants filled out a five-point 20-item Likert scale measuring their agreement with the digital identity factors, along with two complementary scales evaluating their internet uses and motivations, as well as other items on living arrangements and perceived social support. Exploratory and confirmatory analyses showed a factorial structure with three levels of digital identity for older adults. The results revealed that active older adults with diverse motives for using the internet and variety in digital practices recorded a higher digital identity level, as did those who felt more isolated or with less social support. As a conclusion, the educational implications according to instrumental, social, and motivational variables are key for the progressive construction of a digital identity in older adults and for their digital inclusion. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Sustainability and Educational Technology—A Description of the Teaching Self-Concept
Sustainability 2020, 12(24), 10309; https://doi.org/10.3390/su122410309 - 10 Dec 2020
Cited by 8 | Viewed by 936
Abstract
The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse [...] Read more.
The work of teaching is fundamental for achieving Agenda 2030, which defends the importance of improving quality in education (Sustainable Development Goal SDG 4), gender equality (SDG 5) and responsible consumption (SDG 12). Thus, the aim of the present study was to analyse teachers’ self-perceived digital competence as regards their eco-responsible use of technology. A total of 259 teachers in Preschool, Primary and Secondary Education in the Valencian Community (Spain) completed the 14-item questionnaire designed and validated by Barragán et al. (2020). Added to this were two open questions. The data collected then underwent quantitative (descriptive and comparative) and qualitative (conventional and summative content) analysis. Notable among the results were the low levels of knowledge and training regarding the environmental impact of technologies and the use of preventive measures. In addition, differences were found as regards gender, with males having a more positive self-perception, especially those teaching in Secondary Education. The information about training they provided in their narratives supported the quantitative findings. Their voices also led to the uncovering of proposals on how to teach eco-responsible practices and attitudes regarding the use of Information and Communication Technology (ICT). Finally, teacher training was identified as the main problem but also the main solution. All efforts should therefore be directed towards training teachers in the eco-responsible use of ICT following a holistic approach to sustainability. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Article
Perceptions of Future Teachers of Audiovisual Education and Communication. Challenges in Training for a Sustainable Education
Sustainability 2020, 12(24), 10296; https://doi.org/10.3390/su122410296 - 09 Dec 2020
Cited by 2 | Viewed by 754
Abstract
The education of future teachers is going through a crisis related to audiovisual education. Following what is known as the 2015–2030 Agenda, the world of education is being confronted with a new learning model that must respond to the proposals of the Sustainable [...] Read more.
The education of future teachers is going through a crisis related to audiovisual education. Following what is known as the 2015–2030 Agenda, the world of education is being confronted with a new learning model that must respond to the proposals of the Sustainable Development Goals—SDGs. In this article, we want to emphasize the need for training future teachers to meet the new needs of media education, taking into account the increasing importance of sustainable development of children in relation to audiovisual media to maintain their welfare, skills and future prospects. For this reason, the objective of the study is to collect the perceptions of 278 future schoolteachers about the significance of audiovisual education and their own training on the subject, the socio-educational objectives of audiovisual tools, their positioning regarding audiovisual methodology and the concept of communication. Two ad-hoc questionnaires with an ex-post-facto design were used. The findings showed that a reduced percentage of students felt they had received full audiovisual training. Nevertheless, over half of the future schoolteachers considered their work in the classroom to be important for social and educational ends, both from a theoretical and a practical viewpoint. We believe it is necessary to provide audiovisual education to future schoolteachers based on students’ interests and needs. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Problematic Smartphone Use in Spanish and Italian University Students
Sustainability 2020, 12(24), 10255; https://doi.org/10.3390/su122410255 - 08 Dec 2020
Cited by 4 | Viewed by 1113
Abstract
Sustainable education requires the proper usage of technological devices. Among these is the smartphone, which is used by millions of young people around the world in today’s society. The objective of this study was to understand the smartphone usage profile of Spanish and [...] Read more.
Sustainable education requires the proper usage of technological devices. Among these is the smartphone, which is used by millions of young people around the world in today’s society. The objective of this study was to understand the smartphone usage profile of Spanish and Italian university students. It also aimed to identify possible problematic uses, and the differences in smartphone use (or abuse) between the participating subjects. The study was descriptive and comparative, with the intentional sampling of N = 1412 subjects studying at the education faculties of the University of Alicante (UA) and the Suor Orsola Benincasa University (UNISOB). A previously-validated questionnaire with 27 items was employed during the 2019–20 academic year. The data was analysed using the SPSS 25 programme. Descriptive and inferential analyses were carried out. The results obtained after the analysis of the data indicated that, of the four possible user types—occasional, habitual, at risk, and problematic—more than half of the sample identified themselves as habitual users. It can be concluded that there are significant differences between the universities: the UA students exhibited more problematic use than the UNISOB students. It is therefore necessary to prepare training programmes that are designed to avert problematic behaviours related to smartphone use. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Evaluation of the Functionality of a New E-Learning Platform vs. Previous Experiences in E-Learning and the Self-Assessment of Own Digital Literacy
Sustainability 2020, 12(23), 10219; https://doi.org/10.3390/su122310219 - 07 Dec 2020
Cited by 1 | Viewed by 1094
Abstract
Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only [...] Read more.
Recent civilizational transformations have led us to search for and introduce new didactic solutions. One of these is e-learning, which is a response to the needs of the education system and its individual stakeholders. The e-learning systems currently available offer similar solutions. Only during direct interaction with a given tool can one notice significant differences in their functionality. By carrying out evaluation studies the indicators that determine this functionality can be identified. The paper presents e-learning in the context of the academic training of the future generations of teachers. The reflections revolve around digital literacy and experience in using modern information and communication technologies in education. The goal of the research was to evaluate three areas: the functionality of the SELI platform, individual experiences with e-learning, and digital literacy. The technique used was an e-learning survey appended to the end of two e-learning courses offered on the platform. The survey was addressed to teachers and students of the biggest pedagogical university in Poland. The general impression of the content presented on the platform was, in most cases, rated as being very good or good. The platform itself was also evaluated positively. Based on the analyses conducted, two groups of platform users were identified. One third of the users have diverse experiences with e-learning, which corresponds with their digital literacy. The remaining two thirds of the respondents need more training in the areas evaluated. The authors of the paper believe that this type of study should accompany all activities that introduce e-learning at every stage of education. Only then will it be possible to discover where the digital divide lies among the teaching staff and learners. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Massive Open Online Courses (MOOC) within the Framework of International Developmental Cooperation as a Strategy to Achieve Sustainable Development Goals
Sustainability 2020, 12(23), 10187; https://doi.org/10.3390/su122310187 - 06 Dec 2020
Cited by 1 | Viewed by 791
Abstract
Massive Online Open Courses (MOOCs) offer the opportunity to implement a quality education timetable for those who lack the means due to economic, travel, or temporary availability limitations. Because of this, some non-governmental development organizations (NGOs), working in Latin American countries, are trying [...] Read more.
Massive Online Open Courses (MOOCs) offer the opportunity to implement a quality education timetable for those who lack the means due to economic, travel, or temporary availability limitations. Because of this, some non-governmental development organizations (NGOs), working in Latin American countries, are trying to implement this type of educational model within their educational projects. This article presents a case study on the development of a MOOC within the framework of international development cooperation carried out by an NGO and the National Autonomous University of Nicaragua. The research aims to analyze the opportunities and challenges of free, open, online teaching as a tool for achieving Sustainable Development Goal 4, and explore new educational possibilities to train people and contribute to the development of the communities in which they live. From a qualitative approach, grounded theory has been used as a holistic methodology for collecting, analyzing, and interpreting data, allowing the generation of theory in a systematic way. The most effective pedagogical models are evidenced to achieve the learning objectives and observe the challenges to be faced in order to achieve the effectiveness of MOOCs in this context. In conclusion, more applied research is needed to address the challenges that today’s societies, in times of pandemic, are facing at an educational and sustainability level. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Teacher and Context Factors Associated with the Educational Use of ICT: A Costa Rican Case Study
Sustainability 2020, 12(23), 10170; https://doi.org/10.3390/su122310170 - 06 Dec 2020
Cited by 1 | Viewed by 603
Abstract
This paper studies the factors that influence the progress of teachers in Costa Rica with regards to their educational use of information and communication technologies (ICTs) in teaching and learning processes with their students. It addresses both the analysis of factors related to [...] Read more.
This paper studies the factors that influence the progress of teachers in Costa Rica with regards to their educational use of information and communication technologies (ICTs) in teaching and learning processes with their students. It addresses both the analysis of factors related to the figure of the teacher, their professional profile, and other factors that are external to them and are related to the context in which they practice. A qualitative method involving a case study of seven teachers was selected according to relevant and maximum variation sampling based on expert criteria. The information was collected utilizing in-depth interviews and systematic observation. The analysis of the information was based on the qualitative data analysis software program ATLAS.ti. The results highlight two categories of factors, those of the teacher, such as vocation, beliefs, teaching model, desire for personal fulfillment, or personal issues, and those of context, such as technical support and support of the management structure of the school, with more significant influence on the processes of appropriation and use of ICT in teaching practices of those factors linked to the teachers themselves. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Education in Programming and Mathematical Learning: Functionality of a Programming Language in Educational Processes
Sustainability 2020, 12(23), 10129; https://doi.org/10.3390/su122310129 - 04 Dec 2020
Cited by 1 | Viewed by 700
Abstract
(1) Background: It is becoming more common to incorporate education in programming into educational environments. (2) Methods: In order to show the benefits of including teaching programming, we present an investigation carried out with a group of Spanish schoolchildren in the fifth year [...] Read more.
(1) Background: It is becoming more common to incorporate education in programming into educational environments. (2) Methods: In order to show the benefits of including teaching programming, we present an investigation carried out with a group of Spanish schoolchildren in the fifth year of primary education (ages 10–11). We demonstrate an integrated experience in the ordinary curriculum connecting technology to mathematics education. We created a work project for students to use Scratch and to assess its benefits, created two groups of students, an experimental and a control group, with a sample of 3795 individuals. They were administered the online version of the Battery of Mathematical Competence Evaluation (BECOMA On) at two timepoints, the pretest (the beginning of the project) and the post-test (the final stage). (3) Results: The results showed statistically significant differences between groups and timepoints, with the experimental group scoring higher, demonstrating the effectiveness of the education in programming program for mathematics. (4) Conclusions: Education systems face a challenge in the sphere of the consolidation of technologies in education with the consequent need to change didactic designs to enhance quality, equitable, sustainable education processes. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Self-Perception of the Digital Competence of Educators during the COVID-19 Pandemic: A Cross-Analysis of Different Educational Stages
Sustainability 2020, 12(23), 10128; https://doi.org/10.3390/su122310128 - 04 Dec 2020
Cited by 25 | Viewed by 2731
Abstract
The objective of this research is to measure the perception that teachers had about their own performance when they were forced to carry out Emergency Remote Teaching due to the COVID-19 pandemic. A questionnaire was provided to teachers of every educational stage in [...] Read more.
The objective of this research is to measure the perception that teachers had about their own performance when they were forced to carry out Emergency Remote Teaching due to the COVID-19 pandemic. A questionnaire was provided to teachers of every educational stage in the Basque Country (Pre-school, Primary and Secondary Education, Professional Training, and Higher Education) obtaining a total of 4586 responses. The statistical analysis of the data shows that the greatest difficulties reported by educators are shortcomings in their training in digital skills, which has made them perceive a higher workload during the lockdown along with negative emotions. Another finding is the existing digital divide between teachers based on their gender, age, and type of school. A further worrying result is the lower technological competence at lower educational levels, which are the most vulnerable in remote teaching. These results invite us to reflect on the measures to be taken to improve equity, social justice, and the resilience of the educational system, which align with some of the Sustainable Development Goals. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Article
The Integration of Sustainable Development Goals in Educational Robotics: A Teacher Education Experience
Sustainability 2020, 12(23), 10085; https://doi.org/10.3390/su122310085 - 03 Dec 2020
Cited by 2 | Viewed by 1595
Abstract
Education is of key importance to achieve the Sustainable Development Goals (SGDs), particularly now that the COVID-19 pandemic threatens the progress made toward a more inclusive, peaceful, fair, and prosperous society. In this research study, students of the bachelor’s degree in Pedagogy receive [...] Read more.
Education is of key importance to achieve the Sustainable Development Goals (SGDs), particularly now that the COVID-19 pandemic threatens the progress made toward a more inclusive, peaceful, fair, and prosperous society. In this research study, students of the bachelor’s degree in Pedagogy receive a specialized training that addresses the SDGs through Information and Communication Technologies (ICT) referring to computers and digital technologies. In particular, the training addresses the SDGs through Educational Robotics (ER). The aim of the training course is twofold: first, to reinforce the students’ Teacher Digital Competence (TDC), defined as teachers’ ICT competence and didactic and methodological skills; and second, to train them in the integration of SDGs in ER educational projects. This paper presents a case study in which qualitative and quantitative methods are implemented. The objectives of the study are to investigate the students’ level of TDC and examine their ability to integrate SDGs in ER projects. The research instruments employed are the COMDID-A questionnaire, a lesson plan template, and a lesson plan evaluation rubric. Among the most prominent findings, it is shown that the training enabled the students to work on sustainability in a cross-curricular manner and successfully develop ER projects centered on different SDGs. These conclusions will encourage teacher education institutions to integrate SDGs in their curriculum. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure A1

Article
Internet and People with Intellectual Disability: A Bibliometric Analysis
Sustainability 2020, 12(23), 10051; https://doi.org/10.3390/su122310051 - 02 Dec 2020
Cited by 1 | Viewed by 799
Abstract
The use of the Internet by people with intellectual disabilities is an area of study that has captured the interest of scientists in recent years. The studies have focused on analyzing specific aspects such as usability, the activities carried out online, and Internet [...] Read more.
The use of the Internet by people with intellectual disabilities is an area of study that has captured the interest of scientists in recent years. The studies have focused on analyzing specific aspects such as usability, the activities carried out online, and Internet benefits and risks, among others. The reviews published on this matter have been of a narrative or systematic approach. The present study aimed to examine the academic output in the field of Internet and people with intellectual disability from a bibliometric perspective. A sample of 95 documents related to the topic was retrieved from the core collection of Web of Science (WoS) and analyzed using the bibliometrix R-Tool. Findings show a recent increase in publications related to the subject and confirm Price’s and Bradford’s laws. The most relevant sources on the topic are devoted to the research field of intellectual disability and Spain, the United Kingdom and Sweden stand out as the most productive countries. Studies tend to be published by co-authorship in journals indexed at the Journal Citation Reports (JCR) achieving a global impact. However, international scientific collaboration is still scarce. Further bibliometric analyses are recommended to build a complete panorama of the research field. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
The Influence of Social Networks within Educational and Social Fields: A Comparative Study between Two Generations of Online Students
Sustainability 2020, 12(23), 9941; https://doi.org/10.3390/su12239941 - 27 Nov 2020
Cited by 8 | Viewed by 985
Abstract
New uses for social networks are emerging in educational fields offering endless materials for the teaching–learning process. Skills development therefore leads to an education focused on sustainable development. Proper use of social media is especially important to achieve Sustainable Development Goal (SDG) 4 [...] Read more.
New uses for social networks are emerging in educational fields offering endless materials for the teaching–learning process. Skills development therefore leads to an education focused on sustainable development. Proper use of social media is especially important to achieve Sustainable Development Goal (SDG) 4 of the 2030 Agenda, which proclaims inclusive and equitable quality education and promotes lifelong learning opportunities for all—a trend that implies large data volumes that can be manipulated and adapted to the needs of each student, thus opening up new perspectives. This study aims to identify the differences between the use of social networks among students classed into two generations, X and Y. With that aim in mind, the results of a survey administered to 338 university students engaged in online studies showed significant differences, mainly in relation to social issues. Both generations nevertheless agreed on the benefits and uses of social networks within the academic field. The conclusions reaffirm the use of these resources for improving teaching and learning processes within online environments. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
DigiCraft: A Pedagogical Innovative Proposal for the Development of the Digital Competence in Vulnerable Children
Sustainability 2020, 12(23), 9865; https://doi.org/10.3390/su12239865 - 25 Nov 2020
Cited by 2 | Viewed by 1212
Abstract
The integration of citizens in the society of information and knowledge is a pillar in social cohesiveness. The digital gap, a direct consequence of socioeconomic inequality among citizens enables e-exclusion, which is a new way of social exclusion that excludes people from different [...] Read more.
The integration of citizens in the society of information and knowledge is a pillar in social cohesiveness. The digital gap, a direct consequence of socioeconomic inequality among citizens enables e-exclusion, which is a new way of social exclusion that excludes people from different economic, social and economic backgrounds out of the society of information and knowledge. The aim of this paper is to present an educational programme lead by the Foundation Vodafone Spain with the assessment of educators and experts at university. The objective is focused on the development of the digital competence centred on vulnerable childhood. This program uses a method based on learning-by-doing and the “maker” movement. The majority of educators who have participated have underlined that children have improved their digital competence and also some transversal competencies and have defined it as an innovative and creative programme. DigiCraft contributes to the acquisition and development of digital competence from a social perspective. The proposal avoids discrimination of children depending on their sociable heterogeneous factors in their education. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Digital Competence of Future Secondary School Teachers: Differences According to Gender, Age, and Branch of Knowledge
Sustainability 2020, 12(22), 9473; https://doi.org/10.3390/su12229473 - 14 Nov 2020
Cited by 8 | Viewed by 1157
Abstract
The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s [...] Read more.
The development of related technological skills in secondary students is perceived as unachievable if the teachers do not have enough technological expertise to guide their students. This study was based on investigating digital competence on the population of graduate students undertaking a Master’s degree in Education to train as teachers for the secondary educational level. The study made it possible to conclude, on the one hand, the homogeneity of university degrees within the scope of the Bologna Plan, with respect to mean levels of digital training. On the other hand, more exhaustively, differences have come to light concerning specific training on the different digital competence areas in the DigComp evaluation system, related to gender, branch of knowledge, age, and by considering the self-perception of individuals on their own capabilities in everyday technological issues. Consequently, the need for incorporating an ICT syllabus into the subjects covered by a Master’s in education has been highlighted, as well as promoting females, older people, and nontechnological degrees. Digital training on critical competence areas for teaching, such as the creation of digital content, suffers from major shortcomings and should also be promoted. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities
Sustainability 2020, 12(22), 9446; https://doi.org/10.3390/su12229446 - 13 Nov 2020
Cited by 3 | Viewed by 809
Abstract
The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of [...] Read more.
The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
The Right to Education and ICT during COVID-19: An International Perspective
Sustainability 2020, 12(21), 9091; https://doi.org/10.3390/su12219091 - 31 Oct 2020
Cited by 14 | Viewed by 3396
Abstract
There is a lack of concluding evidence among epidemiologists and public health specialists about how school closures reduce the spread of COVID-19. Herein, we attend to the generalization of this action throughout the world, specifically in its quest to reduce mortality and avoid [...] Read more.
There is a lack of concluding evidence among epidemiologists and public health specialists about how school closures reduce the spread of COVID-19. Herein, we attend to the generalization of this action throughout the world, specifically in its quest to reduce mortality and avoid infections. Considering the impact on the right to education from a global perspective, this article discusses how COVID-19 has exacerbated inequalities and pre-existing problems in education systems around the world. Therefore, the institutional responses to guaranteeing remote continuity of the teaching–learning process during this educational crisis was compared regionally through international databases. Three categories of analysis were established: infrastructure and equipment, both basic and computer-based, as well as internet access of schools; preparation and means of teachers to develop distance learning; and implemented measures and resources to continue educational processes. The results showed an uneven capacity in terms of response and preparation to face the learning losses derived from school closure, both in low-income regions and within middle- and high-income countries. We concluded that it is essential to articulate inclusive educational policies that support strengthening the government response capacity, especially in low-income countries, to address the sustainability of education. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Article
Managing ICT for Sustainable Education: Research Analysis in the Context of Higher Education
Sustainability 2020, 12(19), 8254; https://doi.org/10.3390/su12198254 - 07 Oct 2020
Cited by 17 | Viewed by 1620
Abstract
The use of information and communication technologies (ICTs) for the benefit of the environment favors the development of a sustainable education, which will help to train more responsible and aware students. The management of educational technology in the context of a sustainable higher [...] Read more.
The use of information and communication technologies (ICTs) for the benefit of the environment favors the development of a sustainable education, which will help to train more responsible and aware students. The management of educational technology in the context of a sustainable higher education must achieve the internalization of ethics and the sustainable development of humanity. The main objective of this study is to, at a global level, examine the research during the period 2000–2019 on the management of ICTs for sustainable education in the context of higher education. Global research trends on this topic during the period 2000–2019 have been analyzed. Consequently, bibliometric techniques have been applied to a sample of 1814 articles selected from the Scopus database. The results provided data on the scientific productivity of the journal, authors, research institutions, and countries that contribute to the development of this topic. The evidence reveals an exponential trend, mainly in the last five years. In addition, current and future lines of research have been identified. Research at an international level presents a growing trend of publication that allows determination of the relevance of research on ICT management to achieve sustainable education in the context of higher education. This study makes it possible to establish the relationship between science, sustainability, and technology in higher education institutions, and to base the decision-making process for the driving agents of this area of knowledge. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Graphical abstract

Article
Digital Tools and Personal Learning Environments: An Analysis in Higher Education
Sustainability 2020, 12(19), 8180; https://doi.org/10.3390/su12198180 - 04 Oct 2020
Cited by 6 | Viewed by 1028
Abstract
The effective use of Information and Communications Technology (ICT) and the discussion surrounding its educational contributions in formal settings are key elements in the analysis of personal learning environments (PLE). The aim of this study was to analyze the tools that students use [...] Read more.
The effective use of Information and Communications Technology (ICT) and the discussion surrounding its educational contributions in formal settings are key elements in the analysis of personal learning environments (PLE). The aim of this study was to analyze the tools that students use to access information, create content, and share and interact in the framework of higher education. The study took a quantitative approach, using an ex post facto, transactional design. Data collection was via the application of a questionnaire to a stratified probabilistic sample (n = 1187) of university students on different courses at the National University (Costa Rica). Analysis of the data showed moderate use of tools in students’ PLEs. Students made more frequent use of resources aimed at accessing information, followed by applications for sharing and interacting, and, to a lesser extent, content creation. We also found significant differences in the use of tools depending on sex, previous education in technology, and academic performance. We recommend the inclusion of open, flexible learning strategies in university education which incorporate the various technological resources available in the digital era to ensure the development of PLEs and lifelong learning. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Article
Development of the Teacher Digital Competence Validation of DigCompEdu Check-In Questionnaire in the University Context of Andalusia (Spain)
Sustainability 2020, 12(15), 6094; https://doi.org/10.3390/su12156094 - 29 Jul 2020
Cited by 16 | Viewed by 2689
Abstract
We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in [...] Read more.
We are currently witnessing a moment in history in which sustainable education practices are being principally modified by the proliferation of technologies and their wider use in every level of society, which makes necessary their integration into education contexts. This is found in the crosshairs of different institutions, which propose a series of competency frameworks, such as DigCompEdu. This framework provides suggestions for the competences that educators should be trained on under pedagogic-didactic criteria. The present work intends to measure the reliability and validity of the questionnaire DigCompEdu Check-In with the participation of 2262 professors from different public Andalusian universities. The known-groups method was utilized to elucidate if the tool is able or not to discriminate different variables of interest between known groups. The study reveals that the instrument has high indices of reliability, globally, and in the different dimensions that comprise it. Furthermore, it verifies that the instrument is sufficiently robust to discriminate the subjects who are clearly differentiated by variables related with technology. Along this line, the recommendation is given to continue working on the creation of new instruments focused on the mastery of this competency. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Article
The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences
Sustainability 2020, 12(11), 4782; https://doi.org/10.3390/su12114782 - 11 Jun 2020
Cited by 16 | Viewed by 2136
Abstract
The scarce presence of technologies at the early childhood education level today is a cause for worry. This study aims to provide information on the training of future early childhood education teachers and their relationship with technologies. The work is based on a [...] Read more.
The scarce presence of technologies at the early childhood education level today is a cause for worry. This study aims to provide information on the training of future early childhood education teachers and their relationship with technologies. The work is based on a pretest–posttest methodology through a cross sectional descriptive study. The sample is made up of 535 4th year students of the Degree in Early Childhood Education at the University of Seville. Descriptive and contrast analyses were performed as well as contrast statistics and effect size. The results show that the training received by the students was a key element to improve self-perception of digital competence. There were statistically significant changes between before and after receiving the training. The changes produced always meant an improvement in the students’ self-perception. In the study of their profiles, relevant changes were also identified. Whereas before training subjects were grouped into newcomer and explorer categories, after training they were grouped into the highest profiles: integrator, expert, and pioneer. For this reason, it is necessary to manage training plans to allow future teachers to position themselves at an expert level. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Review

Jump to: Research

Review
Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review
Sustainability 2020, 12(24), 10366; https://doi.org/10.3390/su122410366 - 11 Dec 2020
Cited by 4 | Viewed by 2148
Abstract
Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve [...] Read more.
Skills needed to be successful in the world have changed, and there is a gap between those learned at school and those required to function at work and in society. A broader range of skills is required to learn, communicate, collaborate, and solve problems in digital environments. Twenty-first century skills have been identified by UNESCO, OECD, and others as competences required for a sustainable future of the knowledge society. The aim was to learn the design principles involved in the incorporation of these skills into the curriculum, find out possible ways to teach and assess them, and examine how this process could be personalized using Information and Communications Technology (ICT). A literature review was carried out through a qualitative metasynthesis, which identified 43 studies that met the inclusion criteria. From the in-depth analysis, it can be seen that although the incorporation of 21st century skills into the curriculum, teaching methodologies, and the use of ICT are all recurrent themes, there is still a need for further research into the design and implementation of new instruments for assessment and the ways in which the teaching–learning process can be personalized. Full article
(This article belongs to the Special Issue ICT and Sustainable Education)
Show Figures

Figure 1

Back to TopTop