Sustainability Teaching Tools in the Digital Age

María Napal, Ana María Mendióroz-Lacambra and Alicia Peñalva
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María Napal: Departamento de Ciencias, Universidad Pública de Navarra, 31006 Pamplona, Navarra, Spain
Ana María Mendióroz-Lacambra: Departamento de Ciencias Humanas y de la Educación, Universidad Pública de Navarra, 31006 Pamplona, Navarra, Spain
Alicia Peñalva: Departamento de Ciencias Humanas y de la Educación, Universidad Pública de Navarra, 31006 Pamplona, Navarra, Spain

Sustainability, 2020, vol. 12, issue 8, 1-14

Abstract: The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

Keywords: scientific competence; competence-based education; educational planning; Education for Sustainable Development; evaluation of digital resources (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (13)

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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:12:y:2020:i:8:p:3366-:d:348349

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