Joyce, Alexa S; (2024) How can ICT contribute to the achievement of the objectives for Education for Sustainable Development as part of the UN Sustainable Development Goals? Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

Sustainable development is one of the most critical challenges today. In the context of the climate crisis, threats to global biodiversity, deforestation and pollution, it’s essential to develop sustainability knowledge, skills and attitudes via education for the next generation. Education for sustainable development is one of the subgoals of the UN’s Sustainable Development Goal 4, aiming to equip all more than 64 million teachers across the globe with the skills to teach sustainability to more than 1.2 billion students in primary and secondary education. Reaching this scale is a huge challenge, and information and communications technology (ICT) can support new pedagogical approaches as well as widen access to professional development opportunities for teachers. However, supporting truly sustainable teaching and learning requires a wider sustainable education system, enabled by technology. This also contributes to new societal policy priorities of enabling a “twin transition” where digital tools are chosen and harnessed in more sustainable ways to accelerate progress towards sustainable futures. For policy makers, little guidance exists for how to best support sustainable teaching and learning, and to evolve towards a green, digital education system. This research uses a triangulation approach to address these key issues by bringing together a literature review, expertise from policy makers, researchers, technologists and educators, as well as by probing two practical examples via a case study approach. First, existing policy frameworks for digital transformation are explored as models for these blueprints and used to create an initial policy framework for ESD supported by ICT. This framework was then reviewed and debated by experts. To explore the case studies, a definition of sustainability learning is proposed, with a supporting rubric to explore the impact of the learning activities, combined with the Learning Designer tool from UCL to document pedagogical approaches. This gauged how ICT could be best used to support ESD learning and professional development. Participants in the case studies also reflected on the issues in the policy framework through focus groups. By combining inputs from all of these elements, a final framework and associated pedagogical model for policy makers and other education stakeholders is provided, with comprehensive recommendations on how to support sustainability teaching and learning at scale, and to build a green, digital education system fit for the future.

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