Perspective Chapter: Educational Technology under Scrutiny in Higher Education – A Framework for Balancing Environmental, Economic and Social Aspects in a Blended Design

Abstract

Following COVID-19, higher education (HE) has recognised the importance of educational technology (EdTech). With its growing influence on educational design, awareness of its role and impact on the sustainability transition in HE from an economic, environmental and social perspective is needed. Taking a holistic view, this chapter shows the opportunities and drawbacks of using EdTech in HE aiming at developing suggestions for responsible application. Economically, there are concerns because the earnings models of for-profit EdTech companies are focused on obtaining user data and benefit from a lack of transparency in data use, privacy and intellectual property. Environmentally, the use of EdTech can reduce the carbon footprint of HE institutions by opening a virtual space where students can learn and faculty can attend international conferences without commuting or travelling (by plane). However, device disposal and the energy consumption of hardware and data storage must be considered. Socially, using EdTech can foster the development of sustainability competencies if thoughtfully designed by applying pedagogical design principles for sustainability-oriented blended learning. Higher education can take control of a balanced use of EdTech in educational practice by focusing on ethical and human values and adopting a whole-institution approach to sustainability as included in the proposed framework.