Skip to main content
SpringerLink
Log in

Digital Education, Information and Communication Technology, and Education for Sustainable Development

  • Chapter
  • First Online:
Radical Solutions and eLearning

Part of the book series: Lecture Notes in Educational Technology ((LNET))

Abstract

With reference to the various United Nations programmes, especially the United Nations Sustainable Development Goals and, in particular, Goal 4, which aims to ensure inclusive and quality education for all and to promote lifelong learning for life, “Education for Sustainable Development (ESD)” aims to meet the present and future challenges of our societies. This challenge can only be met through a renewed education in response to profound pedagogical and organizational changes based on a transformation of approaches and methods thanks to the contribution of digital technology. These transformations are particularly important when it comes to sustainable development education in which digital technology, in its various forms, represents both a powerful, but also complex, lever action. Indeed, the theme “digital education, information and communication technology (ICT), and Education for Sustainable Development (ESD)” is part of a three-pronged approach because it involves both teaching sustainable development, mobilizing digital technologies, including ICT, and changing teacher and learner behaviours based on an innovative and interactive pedagogy. Changes in behaviour or mentality specific to ESD must be adapted to progress the implementation of digital resources to develop a structuring and integrative framework to address issues of education, communication, and learning to bring the policy institutions of knowledge and its diffusion to the use of technologies at all levels. This book chapter presents these concepts and provides a few recommendations for their effective implementation.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 179.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abelson, H. (2008). The creation of OpenCourseWare at MIT. Journal of Science Education and Technology, 17(2), 164–174.

    Article  Google Scholar 

  • Aguinis, H., Ramani, R. S., Alabduljader, N., Bailey, J. R., & Lee, J. (2019). A pluralist conceptualization of scholarly impact in management education: Students as stakeholders. Academy of Management Learning & Education, 18(1), 11–42.

    Article  Google Scholar 

  • Beynaghi, A., Trencher, G., Moztarzadeh, F., Mozafari, M., Maknoon, R., & Leal Filho, W. (2016). Future sustainability scenarios for universities: Moving beyond the United Nations Decade of Education for sustainable development. Journal of Cleaner Production, 112, 3464–3478.

    Article  Google Scholar 

  • Brudermann, T., Aschemann, R., Füllsack, M., & Posch, A. (2019). Education for Sustainable Development 4.0: Lessons learned from the University of Graz, Austria. Sustainability, 11(8), 2347.

    Google Scholar 

  • Castañeda, L., & Selwyn, N. (2018). More than tools? Making sense of the ongoing digitizations of higher education.

    Google Scholar 

  • Cebrián, G. (2017). A collaborative action research project towards embedding ESD within the higher education curriculum. International Journal of Sustainability in Higher Education, 18(6), 857–876.

    Article  Google Scholar 

  • Chin, C. K., Munip, H., Miyadera, R., Thoe, N. K., Ch’ng, Y. S., & Promsing, N. (2018). Promoting education for sustainable development in teacher education integrating blended learning and digital tools: An evaluation with exemplary cases. Eurasia Journal of Mathematics, Science and Technology Education 15(1), em1653.

    Google Scholar 

  • Daniel, B. K. (2019). Big Data and data science: A critical review of issues for educational research. British Journal of Educational Technology, 50(1), 101–113.

    Article  Google Scholar 

  • Emery, S., Davis, J. M., Sageidet, B. M., Hirst, N., Boyd, D., & Browder, J. K. (2017). Transnational dialogues for sustainability research in early childhood education: A model for building capacity for ESD in universities? In Handbook of theory and practice of sustainable development in higher education (pp. 143–156). Springer, Cham.

    Google Scholar 

  • Gibson, C. C., Ostrom, E., & Ahn, T. K. (2000). The concept of scale and the human dimensions of global change: A survey. Ecological Economics, 32(2), 217–239.

    Article  Google Scholar 

  • Jabbour, C. J. C., de Sousa Jabbour, A. B. L., Sarkis, J., & Godinho Filho, M. (2017). Unlocking the circular economy through new business models based on large-scale data: An integrative framework and research agenda. Technological Forecasting and Social Change.

    Google Scholar 

  • Jirgensons, M., & Kapenieks, J. (2018). Blockchain and the future of digital learning credential assessment and management. Journal of Teacher Education for Sustainability, 20(1), 145–156.

    Article  Google Scholar 

  • Kesim, M., & Altınpulluk, H. (2015). A theoretical analysis of MOOCs types from a perspective of learning theories. Procedia-Social and Behavioral Sciences, 186, 15–19.

    Article  Google Scholar 

  • Leicht, A., Heiss, J., & Byun, W. J. (2018). Issues and trends in education for sustainable development (Vol. 5). UNESCO Publishing.

    Google Scholar 

  • Lockton, D., Harrison, D., & Stanton, N. A. (2016). Design for sustainable behaviour: Investigating design methods for influencing user behaviour. Annual Review of Policy Design, 4(1), 1–10.

    Google Scholar 

  • Raja, D. S. (2016). Bridging the disability divide through digital technologies. In Background paper for the World Development report.

    Google Scholar 

  • Robertson, R. (1995). Glocalization: Time-space and homogeneity/heterogeneity. In M. Featherstone & R. Robertson (Eds.), Global modernities (pp. 25–44). London: Sage Publications.

    Chapter  Google Scholar 

  • Roschelle, J., & Teasley, S. D. (1995). The construction of shared knowledge in collaborative problem solving. In Computer-supported collaborative learning (pp. 69–97). Springer, Berlin, Heidelberg.

    Google Scholar 

  • Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: Engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9(1), 68–86. https://doi.org/10.1108/14676370810842193.

    Article  Google Scholar 

  • Spillane, J. P., Seelig, J. L., Blaushild, N. L., Cohen, D. K., & Peurach, D. J. (2019). Educational system building in a changing educational sector: Environment, organization, and the technical core. Educational Policy, 33(6), 846–881.

    Article  Google Scholar 

  • Uday, K., Parida, A., Karim, R., Söderholm, P., & Candell, O. (2009). Development of ICT‐based maintenance support services. Journal of Quality in Maintenance Engineering.

    Google Scholar 

  • UNESCO. (2014). Road map for implementing the Global Action Program on Education for Sustainable Development. Paris: UNESCO.

    Google Scholar 

  • UNESCO. (2019a). UNECE future working plan for the perior 2017-2019. Retrieved December, the 1st, 2019 from https://www.unece.org/fileadmin/DAM/OPEN_UNECE/03_Evaluation_and_Audit/Evaluation_Reports with_SPs/Programme-wide_docs/FINAL_UNECE_GENDER_EVALUATION.pdf.

  • UNESCO. (2019b). United Nations Decade of Education for Sustainable Development (2005-2014): international implementation scheme. Retrieved December the 1st, 2019 from https://unesdoc.unesco.org/ark:/48223/pf0000148654.

  • United Nations Economic Commission of Europe (UNECE). (2005). Vilnius Framework for the implementation of the UNECE Strategy for Education for Sustainable Development. High-Level Meeting of Environment and Education Ministries. CEP/AC.13/2005/4/Rev.1.

    Google Scholar 

  • United Nations Economic Commission of Europe (UNECE). (2009). Report on the progress made by the expert group for Indicators for Education for Sustainable Development: Guidance for reporting on the implementation of the UNECE Strategy for Education for Sustainable Development.

    Google Scholar 

  • United Nations Economic Commission of Europe (UNECE). (2012). The Competences in Education for Sustainable Development: “Learning for the future: Competences in Education for Sustainable Development”. Geneva: UNECE.

    Google Scholar 

  • United Nations Economic Commission of Europe (UNECE). (2014). Working Group on ESD School Planning: Outcomes. Information paper 4.

    Google Scholar 

  • United Nations Economic Commission of Europe (UNECE). (2016). Ten Years of the UNECE Strategy for Education for Sustainable Report: Evaluation Report on the implementation of the UNECE Strategy for Education for Sustainable Development from 2005 to 2015.

    Google Scholar 

  • United Nations Economic Commission of Europe (UNECE). (2017). Draft Workplan from 2017 to 2019 for the UNECE Strategy for Education for Sustainable Development, ECE/CEP/AC.13/2017/3.

    Google Scholar 

  • United Nations Economic Commission of Europe (UNECE). (2019). Outcomes of the first meeting of the ad hoc group on the Strategic Planning: The draft concept note for the post-2019.

    Google Scholar 

  • United Nations (UN). (2005). Terms of Reference and Rules of Procedure of the Economic Commission for Europe. Fifth revised edition. E/ECE/778/Rev.5.

    Google Scholar 

  • Vare, P., & Scott, W. (2007). Learning for a change: Exploring the relationship between education and sustainable development. Journal of Education for Sustainable Development, 1(2), 191–198.

    Article  Google Scholar 

Download references

Acknowledgements

The authors thank the Education for Sustainable Development (ESD) Steering Committee (SC) of the United Nations Economic Commission for Europe (UNECE), the UNESCO Chair in “Education, formation et recherche au développement durable” at the Institut Polytechnique de Bordeaux, the Cyprus Ministry of Education and Culture, and the Research Institute for Innovation & Technology in Education (UNIR iTED) at Universidad Internacional de La Rioja (UNIR) for their continuous support on ESD and with this book chapter.

Author information

Authors and Affiliations

  1. Institut Polytechnique de Bordeaux, Talence, France

    Michel Ricard

  2. Frederick University/Cyprus Pedagogical Institute, Nicosia, Cyprus

    Aravella Zachariou

  3. Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Logroño, Spain

    Daniel Burgos

Authors
  1. Michel Ricard
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Aravella Zachariou
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Daniel Burgos
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding authors

Correspondence to Michel Ricard or Daniel Burgos .

Editor information

Editors and Affiliations

  1. Research Institute for Innovation & Technology in Education (UNIR iTED), Universidad Internacional de La Rioja (UNIR), Logroño, Spain

    Daniel Burgos

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Ricard, M., Zachariou, A., Burgos, D. (2020). Digital Education, Information and Communication Technology, and Education for Sustainable Development. In: Burgos, D. (eds) Radical Solutions and eLearning. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-15-4952-6_2

Download citation

  • DOI: https://doi.org/10.1007/978-981-15-4952-6_2

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-15-4951-9

  • Online ISBN: 978-981-15-4952-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation