Challenges of Online Higher Education in the Face of the Sustainability Objectives of the United Nations: Carbon Footprint, Accessibility and Social Inclusion

Perales, Mikel; Pedraza, L.; Moreno-Ger, Pablo; Bocos, Elvira

doi:10.3390/su11205580

Cited by 35 publications

(26 citation statements)

References 45 publications

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“…Previous literature [5,[22][23][24] and some of the studies reviewed here [54,56,74,76,79,86,87,93,95] contend that it is necessary to provide additional training to improve knowledge of ASD and to overcome misconceptions and lack of information. It is important to consider this pressing need for training not only for pre-service teachers in teacher training colleges [39][40][41]96], but also lifelong learning for in-service teachers of mainstream schools, universities and other educational placements [25].…”

Section: Discussionmentioning

confidence: 99%

“…For that reason, teachers must be educated in order to help students with ASD [26]. Regarding the university stage, the number of university students with autism is increasing, and it is crucial that these students can access adequate support [55,56]. However, a survey revealed that campus members, including faculty professors, had limited knowledge about ASD [57].…”

Section: Teachers' Knowledge Of Asd and Stagesmentioning

confidence: 99%

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Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

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The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. The purpose of this study is to conduct a systematic review about teachers’ knowledge of ASD, including teachers from any stage and specialization. The research has been conducted from four databases (Web of Science, Scopus, PsycInfo and Google Scholar) during the period of 2015–2020. In total, 25 articles were analyzed. The results show that, in general, teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in university professors), prior training and possible prior contact with students with ASD.

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Section: Discussionmentioning

confidence: 99%

Section: Teachers' Knowledge Of Asd and Stagesmentioning

confidence: 99%

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

2021

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“…In this sense, education is a key area for the promotion and acquisition of competencies, knowledge, attitudes, social skills, healthy lifestyles, and participatory norms linked to sustainable development [28]. It is the perfect ground for current generations to internalize the importance of developing without compromising the possibility that future generations will be able to do so as well [29][30][31]. We must therefore generate spaces for debate and reflection where people can analyze, understand, internalize, and put into practice actions in favor of sustainable development, with the educational context being the ideal framework for working on 2030 Agenda.…”

Section: Agenda and Quality Educationmentioning

confidence: 99%

Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

2020

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Quality education is understood as one of the most powerful and proven drivers for ensuring sustainable development, which can be applied in various educational contexts, formal and non-formal, and which can generate multiple benefits for the general public. Given its relevance, this article presents a bibliometric approach of the scientific production generated around Sustainable Development Goal (SPG) 4 that seeks to “Ensure inclusive and quality education for all and promote lifelong learning” as a priority objective of 2030 Agenda. To develop this research, a literature search was conducted in the Web of Science and Scopus databases. The final sample was 240 publications. The data were analyzed around ten variables: year of publication, type of document, area of indexation, periodical publications, most productive authors, institutions, countries, languages, most cited articles, and key words. The findings of this study indicate that quality education, within the Sustainable Development Goals, is gaining relevance, with 2019 being the year with the highest scientific production. This is a growing theme that is transmitted mainly through articles and papers in English, and there are no institutions, research groups or authors with a broad scientific background and production. The conclusion is that this bibliometric approach is important and necessary to know the reality of scientific production on this subject and to be able to make proposals and lines of research for its development.

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“…Caird et al 9 calculated that among 15 higher education institutions in the UK, distance-based education models achieved an 83% reduction in carbon emissions, with the fully online model achieving the lowest carbon emissions. Similarly, Perales Jarillo et al 10 have set the benefits of online education in the context of Sustainability Development Goals.…”

Section: Discussionmentioning

confidence: 99%

Comparing carbon emissions between online and in-person study for a cohort of overseas students: A retrospective cohort study

et al. 2021

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Background: One of the benefits of online education is the potential reduction in carbon emissions through the decrease in travel to attend a university in person. We estimated the savings in CO2 emissions of an international cohort of master’s students who studied fully online from their home countries, rather than travelling to the UK and living there while attending university. Methods: The city and country of residence of a cohort of students who first enrolled in the fully online Peoples-uni/Manchester Metropolitan University MPH programme between the second semester of 2011 and the first semester 2013 were recorded. We estimated the aviation emissions between Manchester, UK and the cities where students reside, and subtracted the per capita emissions for the country of origin from the per capita emissions for the UK over the time that the student would have spent in Manchester as a full-time student, based on the semester in which they first enrolled. Results: 128 students enrolled from 55 cities in 31 countries. 93 students were from a range of African countries and 18 from the Indian sub-continent. Flights to and from Manchester were estimated to have accounted for 114,553kg of CO2 and living in Manchester for the duration of their course compared with staying in the home country would have been equivalent to 854,904kg of CO2. The combined net savings was 969,457kg of CO2. Conclusions: A small cohort of overseas students, largely from Africa and India, studied online rather than attending university in the UK. The saving by this small cohort of nearly a million kg of CO2 emissions through not attending university in-person offers an indication of the potential environmental benefits of offering university education online to overseas students.

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Challenges of Online Higher Education in the Face of the Sustainability Objectives of the United Nations: Carbon Footprint, Accessibility and Social Inclusion

Cited by 35 publications

References 45 publications

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Teachers’ Knowledge Regarding Autism Spectrum Disorder (ASD): A Systematic Review

Quality Education as a Sustainable Development Goal in the Context of 2030 Agenda: Bibliometric Approach

Comparing carbon emissions between online and in-person study for a cohort of overseas students: A retrospective cohort study

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