Digital-Technology-Enhanced Immersive Learning in Chinese Secondary School Geography Education: A Comprehensive Comparative Analysis of Sustainable Pedagogical Transformation

Qiang Liu () and Yifei Li
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Qiang Liu: College of Resources and Environmental Engineering, Tianshui Normal University, Tianshui 741000, China
Yifei Li: College of Resources and Environmental Engineering, Tianshui Normal University, Tianshui 741000, China

Sustainability, 2025, vol. 17, issue 18, 1-22

Abstract: The global push toward digital transformation in education presents both opportunities and challenges for achieving sustainability goals. While digital technologies promise enhanced learning experiences and reduced environmental impacts, their implementation often overlooks complex trade-offs between pedagogical effectiveness, resource efficiency, and social equity. This study examines these critical intersections through a comprehensive investigation of geography education in Chinese secondary schools, comparing traditional, fully digital, and hybrid models across diverse urban, suburban, and rural contexts. Through a mixed-methods comparative design involving 262 participants (pilot) and 810 students (main study) and analysis of 17 geography textbooks, we assessed the environmental impacts, learning outcomes, economic viability, and social equity dimensions of each approach. Our findings reveal that thoughtfully designed hybrid models—which strategically combine digital tools for high-impact activities with traditional methods for local engagement—achieve optimal sustainability performance. These hybrid approaches reduced carbon emissions by 72.7% compared to traditional methods while improving learning outcomes and maintaining cost parity over five-year periods. Importantly, hybrid models demonstrated superior adaptability across different socioeconomic contexts, addressing equity concerns that purely digital approaches often exacerbate in resource-limited settings. This research challenges the prevailing technology-first narratives in educational reform, demonstrating that sustainable education transformation requires nuanced, context-sensitive integration strategies rather than wholesale digital transformation. The empirical evidence from this research provides robust support for achieving the United Nations Sustainable Development Goals through educational innovation. The hybrid model’s 73% carbon reduction and simultaneous improvement of learning outcomes by 35% directly support SDG 4 (Quality Education) and SDG 13 (Climate Action). The 78% reduction in paper consumption advances SDG 12 (Responsible Consumption and Production), while successful implementation across urban, suburban, and rural contexts addresses SDG 10 (Reduced Inequalities). These findings demonstrate that sustainable educational transformation can effectively balance technological innovation with environmental stewardship and social equity.

Keywords: sustainability; digital education; content analysis; eco-geography; sustainable education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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