ICT-Enabled Education for Sustainability Justice in South East Asian Universities

Abstract

This study aims to investigate the role of Information and Communication Technologies-enabled Education for Sustainability (ICTeEfS), critical reflection, and transformative teaching and learning beliefs in predicting students’ attitudes about seeking sustainability justice. A total of 1497 students from seven universities in Indonesia (374), Malaysia (426), and Vietnam (697) trialed four new scales measuring (a) knowledge of merging ICT with education for sustainability, (b) critical reflective practice, (c) sustainability justice attitudes, and (d) transformative teaching and learning beliefs. The findings show that the four scales are reliable and could be used in other research on education for sustainability. Differences were observed for gender, year of study, subject of study, ICT skills, and knowledge of education for sustainability. Regression analysis highlighted that sustainability justice is a multidimensional concept composed of several constructs with a specific reference to critical reflection, transformative teaching and learning beliefs. The implications for education, practice and further research are discussed.

Predicting Teacher’s Information and Communication Technology-Enabled Education for Sustainability Self-Efficacy

“…It is imperative to acknowledge that while ICT innovations are significant in teaching and learning, the prioritization of developing teachers' abilities to apply ICT and digital technologies in addressing sustainability issues within a pedagogical context is of paramount importance. This is supported by previous studies, indicating that a profound understanding of education for sustainability, coupled with ICT tools underpinned by transformative teaching and learning, bolsters the creation of contextualized curricula and enriches the teaching and learning experience [75,76], especially through multidisciplinary projects [77]. These results also suggest the need to cultivate teachers' digital competence that reflects the Technological Pedagogical Content Knowledge (TPACK) methodology [78], especially taking into consideration the synergistic effects of recent advances in AI technology, supported by innovative pedagogical methods, and contextualized with multiple subject-specific content in the broader field of education; this is termed AI-TPACK [79].…”