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ICTs in Sustainable Education Environments

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2022) | Viewed by 41589

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Special Issue Editors

Prof. Dr. Pedro José Arrifano Tadeu

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Centre for Studies in Education and Innovation (CI&DEI-ESECD), Polytechnic Institute of Guarda, 6300-559 Guarda, Portugal
Interests: mathematics education; multicultural education; special education; ICT; teacher training
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. José María Fernández-Batanero

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Department of Teaching and Educational Organization, University of Sevilla, 41013 Sevilla, Spain
Interests: teacher training; special education; ICT; digital competence
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Prof. Dr. Carlos Jorge Gonçalves Brigas

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Centre for Studies in Education and Innovation (CI&DEI-ESECD), Polytechnic Institute of Guarda, 6300-559 Guarda, Portugal
Interests: ICT; informatics education; inclusion; teacher training in ICT
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

The dizzying proliferation of information and communication technologies (ICTs) means that we are in a state of continuous transformation and improvement in all sectors—from economic, social, and health to how we learn. Hence, educational environments can be opened up to the world thanks to these new resources and can interact with other realities, thus leading to the appearance of new spaces for the access and production of learning while contributing to the elimination of barriers that allow everyone to be closer to Education. This interest in equality and equity is evident in all international initiatives in recent decades. To talk about ICTs in sustainable training environments is to refer to technologies as instruments of approach to all people, taking into account the possibilities they offer us to improve the living conditions of traditionally marginalized groups, among which we can point out women, ethnic and linguistic minorities, the elderly, people with disabilities, etc. The interaction between ICTs applied in training contexts should contribute to the development of learning environments that take into account the full diversity of students, enhancing other ways of teaching and learning, living together and relating, and betting on education innovation oriented toward equity. In both fully virtual and technology-supported face-to-face teaching scenarios, ICTs open up a range of possibilities capable of overcoming the shortcomings of conventional education systems and providing environments of learning with greater pedagogical potential. This monograph aims to deepen the analysis and discussion of ICTs as positive learning environments. To this end, the inescapable reflection on the need for technology as an instrument of approach for all people is presented.

Prof. Dr. Pedro José Arrifano Tadeu
Prof. Dr. José María Fernández-Batanero
Prof. Dr. Carlos Jorge Gonçalves Brigas
Guest Editors

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Keywords

Education and ICT
Teachers’ Digital Competence
Assistive Technology
ICT and Gender Equality
ICT in Mediated Educational Experiences
Emerging Technologies in Contexts of Diversity
ICT Training Policies for Equality

Published Papers (10 papers)

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Research

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13 pages, 323 KiB

Open AccessArticle

Impact of ICT and Globalization on Educational Attainment: Evidence from the New EU Member States

by Gamze Sart, Yilmaz Bayar, Adrian-Gabriel Corpădean and Marius Dan Gavriletea

Sustainability 2022, 14(5), 3039; https://doi.org/10.3390/su14053039 - 04 Mar 2022

Cited by 4 | Viewed by 5536

Abstract

Education is a critical factor underlying the social and economic development of countries and their citizens. Therefore, the specification of factors affecting educational attainment is crucial for the planning and implementation of optimal educational policies. The objective of the article is to research the influence of information and communication technology (ICT), proxied by the ICT index and globalization index on educational attainment in the new EU Member States over the term of 2000–2018 by means of the causality and cointegration test. The causality test points out a unilateral causality from ICT to educational attainment and a bidirectional causality between ICT and globalization. In other words, ICT has a significant effect on educational attainment, but globalization influences educational attainment by way of ICT in the short term. On the other hand, the cointegration test uncovers a positive effect of ICT on educational attainment at panel level and in Croatia, Czechia, Poland, and Slovakia in the long term, while globalization has a positive effect on educational attainment in Bulgaria, Hungary, Lithuania, and Poland. The findings of the cointegration test also support those of the causality test and denote that both ICT and globalization can be effective instruments for improving educational attainment, depending on countries’ current human and physical capital and education policies. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

17 pages, 883 KiB

Open AccessArticle

Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (B-PLE) in Higher Education Students

by José Luis Carrasco-Sáez, Marcelo Careaga Butter, María Graciela Badilla-Quintana and Juan Molina-Farfán

Sustainability 2021, 13(16), 8736; https://doi.org/10.3390/su13168736 - 05 Aug 2021

Cited by 1 | Viewed by 2452

Abstract

We are living through a cultural transition, characterized by technological disruption and the erosion of the modern ideology, which are redefining the behavior of citizens in their physical and digital spaces. Virtuality emerges as a new human dimension, making it necessary to rethink social and educational paradigms for a new two-dimensional citizen. In this context, the psychometric features and validation procedure of an instrument (B-PLE) for analyzing Personal Learning Environments (PLE) in students of higher education institutions in the Biobío Region of Chile are described. There were four phases to the validation method: (i) content validity, as determined by six experts in education and ICT; (ii) pilot test, with a non-probabilistic sample of 327 subjects; (iii) principal components analysis (PCA); and (iv) confirmatory factor analysis (CFA). The results of the dimensional analysis made it possible to define the structure of the new instrument, explaining 72% of the total variance. The reliability analysis yielded an alpha coefficient of 0.92. The confirmatory factor analysis showed fit indexes that support the proposed theoretical model. In conclusion, the instrument was composed of three latent variables: Open learning (OL), with six questions, Information management (IM), with two questions, and Knowledge creation and transfer (KCT), with three questions. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

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11 pages, 445 KiB

Open AccessArticle

Attitudes towards the Use of ICT in Costa Rican University Students: The Influence of Sex, Academic Performance, and Training in Technology

by José-Antonio García-Martínez, Eduardo-José Fuentes-Abeledo and Eduardo-Rafael Rodríguez-Machado

Sustainability 2021, 13(1), 282; https://doi.org/10.3390/su13010282 - 30 Dec 2020

Cited by 13 | Viewed by 3439

Abstract

Information and communication technologies (ICT) are being used more and more as part of teaching processes in both formal and informal settings. In this regard, it is important to understand university students’ attitudes towards using ICT as they will shortly form part of the productive sector of society. The aim of this study was to analyze student attitudes during their final years pursuing various degrees at a university in Costa Rica. We used a non-experimental transactional design and probabilistic sampling that involved 1187 students. We used a questionnaire containing a Likert-type scales to measure attitudes, which was structured according to affective, cognitive, and behavioral components. The results showed positive attitudes in general, with higher scores in the cognitive and behavioral components, and moderate scores in the affective component. In addition, we found differences in attitudes according to sex, prior training in technology, and academic performance. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

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13 pages, 1488 KiB

Open AccessArticle

Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

by Raquel Barragán-Sánchez, María-Carmen Corujo-Vélez, Antonio Palacios-Rodríguez and Pedro Román-Graván

Sustainability 2020, 12(18), 7721; https://doi.org/10.3390/su12187721 - 18 Sep 2020

Cited by 27 | Viewed by 5220

Abstract

The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

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13 pages, 664 KiB

Open AccessArticle

Sustainable Technology Integration in Underserved Area Schools: The Impact of Perceived Student Change on Teacher Continuance Intention

by Hye Jeong Kim and Hwan Young Jang

Sustainability 2020, 12(12), 4802; https://doi.org/10.3390/su12124802 - 12 Jun 2020

Cited by 8 | Viewed by 3402

Abstract

This study aims to examine the determining factors of teachers’ continuance intention to integrate technology in a smart classroom of schools in underserved areas. Smart classrooms provide a supportive learning environment for students by equipping them with advanced multi-functional and mobile technologies. A smart classroom can provide opportunities for teaching and learning by facilitating curriculum implementation and encouraging student success. The sustainable integration of technology in a smart classroom depends on the teacher’s ability to effectively utilize digital technology in the classroom. We assessed teachers’ perceptions of their technology integration by building a research model for sustainable technology integration in an underserved area in South Korea. For this, we included four aspects of teachers’ perceptions: the frequency of technology integration, the effort toward instructional practices, student change, and continuance intention. Data were gathered via a self-administered online survey with a sample of teachers who are participating in a smart school program and were analyzed using partial least squares structural equation modeling. The findings of the study show that teachers in smart classrooms are motivated to continue technology integration when they experience positive changes among students after employing smart classroom technologies. The research findings can contribute to the efforts of educators, scholars, and policy-makers to pursue sustainable development in underserved area schools. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

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23 pages, 373 KiB

Open AccessArticle

Development of ICT-Based Didactic Interventions for Learning Sustainability Content: Cognitive and Affective Analysis

by Guadalupe Martínez-Borreguero, Juan José Perera-Villalba, Milagros Mateos-Núñez and Francisco Luis Naranjo-Correa

Sustainability 2020, 12(9), 3644; https://doi.org/10.3390/su12093644 - 01 May 2020

Cited by 12 | Viewed by 2986

Abstract

Information and Communication Technologies (ICT) have been recognized as innovative resources for improving the teaching–learning process. The aim of this study was to design and validate ICT-based learning interventions for sustainability content from a cognitive and affective perspective. Specifically, didactic resources based on a discovery learning model, such as WebQuest and video games, have been used. The research design was of a quasi-experimental type with three groups of students who were given pre-test and post-test questionnaires. The sample was made up of 81 secondary school students, selected by means of non-probability sampling. The cognitive, behavioral, attitudinal, and emotional variables of the students were measured according to the teaching methodologies used. As a measurement instrument, a questionnaire was designed, composed of several blocks in relation to the variables under study. The results obtained reveal that ICT has a positive influence on the academic progress experienced by students, with the students who used video games obtaining better results than those who used WebQuest. The didactic interventions did not modify the attitude or the environmental behavior of the students regardless of the methodology used. Regarding emotions, it was observed that didactic interventions with ICT positively affected the emotions experienced by the students and contributed to fighting boredom. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

24 pages, 1132 KiB

Open AccessArticle

Virtual Museums as Learning Agents

by Linda Daniela

Sustainability 2020, 12(7), 2698; https://doi.org/10.3390/su12072698 - 30 Mar 2020

Cited by 32 | Viewed by 7849

Abstract

Virtual solutions for exhibiting museum collections are no longer a novelty, as such experiences already exist in the world, but the remote use of museum collections for learning purposes has so far not been widely used in the educational environment. This article analyzes virtual museum applications by evaluating them from a learning perspective, including 25 criteria in the evaluation rubric divided into three groups: (i) Technical performance; (ii) information architecture; and (iii) educational value. This will enable educators to select the most appropriate material for their specific learning purpose and to plan the most appropriate learning strategies by organizing training sessions to acquire knowledge that can be enhanced by museum information and teaching students digital skills in evaluating information available in the digital environment, analyzing its pros and cons to teach them how to develop new innovative solutions. The research is carried out from a phenomenological perspective; to be more precise, virtual museums are analyzed using the principles of transcendental design and a hermeneutic design is used to interpret the resulting data. A total of 36 applications of virtual museums were analyzed, whereupon the results were compiled using static data analysis software, while 13 applications were used for the hermeneutic data analysis. The results suggest that the strength of virtual museums is in information architecture, but less attention is paid to the educational value of the material, which points to the need to change the principles of virtual museum design and emphasizes the role of teachers in using virtual museums as learning agents. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

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Review

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13 pages, 267 KiB

Open AccessReview

Application of Biographical Data in Student’s Major Selection

by Yuting Wang and Guandong Song

Sustainability 2022, 14(23), 15894; https://doi.org/10.3390/su142315894 - 29 Nov 2022

Viewed by 1194

Abstract

The research studies describe that students utilize Information and Communication Technology (ICT) widely to improve their academic performance. In the classroom, students use ICT assistive technologies via laptops and smartphones for academic and non-academic activities. The ICT tool interactions are applied to developing an effective learning environment that is used to support the student’s learning and understanding in a specific context. The utilization of ICT motivates the students to utilize the technologies in the classroom environment. The ICT training policies help resolve the fundamental issues that students come across, particularly high school students going to college. However, most students do not know enough about their major tendencies and feel lost when deciding on a major. Our study aimed to apply ICT biographical data as a tool for major selection. Based on the rationale of psychometrics and valuable evidence, some studies show that the average high school score is the best predictor of the average college score. The biographical data prediction method is the pre-university life history of students of different majors. Compiling questionnaires takes the college academic performance of students as the studying criterion and weights projects on the biographical data table to develop college students’ biographical information blank and its norm system to provide services for student’s choice of major. Various results show that biographical information blank items are diverse, and the impurity of the content may lead to low internal reliability (α coefficient is usually between 0.60 and 0.80) but a high test–retest validity coefficient (usually between 0 and 0.90). In contrast, its validity has predictive validity because it is independent of each score. Furthermore, since biographical information blanks comprise verifiable and unverifiable items, the ideal subjects answered more reliably because they were accountable for their responses. Studies show that the description of individual life history was moderately associated with the results recorded by the psychologist. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

17 pages, 2849 KiB

Open AccessReview

Education and Diet in the Scientific Literature: A Study of the Productive, Structural, and Dynamic Development in Web of Science

by Juan Antonio López Núñez, Jesús López-Belmonte, Antonio-José Moreno-Guerrero, Magdalena Ramos Navas-Parejo and Francisco-Javier Hinojo-Lucena

Sustainability 2020, 12(12), 4838; https://doi.org/10.3390/su12124838 - 13 Jun 2020

Cited by 14 | Viewed by 2965

Abstract

Nutrition-related education is necessary to protect and improve the health status of schoolchildren and to minimize the risk of future diseases. The objective of this research was to analyze the trajectory and transcendence of the concepts “education” and “diet” in the Web of Science literature. The methodology focused on bibliometry, analyzing both the performance and the structural and dynamic development of the concepts through a co-word analysis. A total of 1247 documents were analyzed, and the results show that scientific production experienced a turning point in 2009, in comparison to the level of production reported in previous years. The medium of papers and the language of English were the most common. In relation to the research topic, before 2014, scientific production focused on medical and disease-related aspects; however, since 2014, it has focused on disease prevention and feeding. It was therefore concluded that the theme “diet and education” has been researched for more than 20 years, although it is only in the last decade that it has become more relevant—particularly studies focusing on disease prevention and the type of food, specifically fruit, which is presented as the most outstanding issue for researchers in this field of knowledge. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

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12 pages, 2349 KiB

Open AccessReview

Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review

by José Juan Carrión-Martínez, Antonio Luque-de la Rosa, José Fernández-Cerero and Marta Montenegro-Rueda

Sustainability 2020, 12(8), 3288; https://doi.org/10.3390/su12083288 - 17 Apr 2020

Cited by 24 | Viewed by 5146

Abstract

In recent years, technological advances have played a very important role in our society, as well as in different educational contexts, including Education for Sustainable Development. Information and Communication Technologies (ICTs), which have made it possible to improve the quality of life of many people. The aim of this study is to review the scientific evidence on the use of ICTs for Sustainable Development. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) guidelines, a bibliographic search was carried out using the Web of Science and Scopus bibliographic repositories, with a total of 19 articles comprising the final sample for review. The results show that the most preeminent strategies used are mobile learning and distance education, which are related to the achievement of the sustainable development goals. Included among the conclusions of this study is the need to investigate the different strategies that are being carried out, with ICTs in school aimed at developing a more sustainable environment standing out. Full article

(This article belongs to the Special Issue ICTs in Sustainable Education Environments)

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