The twenty-first century learning skills envisage four Cs viz. The instructional strategies and teaching approaches that are suited for sustainable education reveal the deployment of information gathering skills, information processing skills, and analytical skills. The web 2. A critical and thorough understanding of issues related to sustainability necessarily involves contributions from a wide variety of disciplines throughout the natural sciences, social sciences, and humanities.
In short, resourcefulness of the teachers is required to incorporate and adapt sustainability concepts to the curriculum [ 15 ]. The effective use of the skill depends on executive control of the teacher, which implies understanding of the purpose and rationale of the skill and adapting it appropriately during instruction. Appropriate adaptability involves modifying or creating instructional materials, organizing learning experiences and learning activities, and blending it with other instructional approaches [ 4 ].
TMPs created learning pathways that contribute to higher learning skills like structuring models and judgment formulation [ 14 ]. The various technology mediated instructional strategies TMIS that teachers can use may be categorized into three based on the objectives that govern intended learning outcomes, for awareness building, collection of information, and collaborative e-learning activities [ 4 ].
The technology-mediated problem-based learning activities enable developing higher order thinking skills by providing students with authentic and complex problems. This approach to learning provides a more authentic context for learning and engages students in authentic tasks. It is used frequently in fields such as engineering, medicine, and architecture, through the process of working together, articulating theories, creating hypotheses, and critically discussing the ideas of others [ 16 ].
The development of such skills is most required for transaction of interdisciplinary and multidisciplinary curriculum, which are related to contemporary global subject and issues [ 15 ]. The listed strategy thus becomes very relevant for realizing goals of sustainability education. Sustainability, being an integrative multidisciplinary discipline has statistical, scientific, and humanistic dimensions. With its focus on specific problems and particular solutions, sustainability education emphasizes the significance of utilizing place-based and project-based approaches for attainment and application of concepts [ 16 ].
The learning possibilities of technology may be deployed for a multidisciplinary and interdisciplinary subject like sustainability education.
Five technology in education trends for 2018
New technologies are interactive, making it now easier to create environments in which students can learn by doing, receive feedback, continually renew their understanding, and build new knowledge. Students in technology-integrated environments have reported that students immerse in the learning activity, which in turn individualizes the educational process to accommodate the needs, interest, current knowledge, and learning styles of students [ 7 , 11 , 12 ]. The curriculum is no longer focused exclusively on the traditional core subjects of language, mathematics, and history.
Mathematics, for example, now includes the skill of comprehending extremely large and extremely small numbers, which are essential to environmental literacy and understanding relative risk factors, both in personal life and at work. Sustainability education SE describes the practice of teaching for sustainability Figure 1. Agenda 21 was the first international document that identified education as an essential tool for achieving sustainability development and highlighted areas of action for education [ 15 ].
Sustainable education attempts to change attitudes and lifestyles through imbibing and adopting the right approach to sustainability. It has been widely emphasized that sustainable development cannot be achieved by technological solutions, political regulation, or financial instruments alone. The need to change the way one thinks and acts becomes an important course of action for sustainability education.
This requires quality education and learning for sustainable development at all levels and in all social contexts. Education has been included as a significant aspect of attaining sustainable livelihoods by focusing on accessibility, availability, affordability, accountability, and last but not the least, acquisition of knowledge and skills [ 18 ].
Ever since being a free nation, the concept of universal education was enshrined in the Indian constitution.
Free and compulsory education were important terms, which found their places ranging from constitutional guarantees, election mandates, vision documents, and earmarking of planned funds. Concepts related to sustainability are growing in significance, in the context of the world, harboring a population of 7 billion, with resources becoming limited. This makes it imminent the need for individuals and societies to take responsibility for their actions.
Actions, here and today, can have implications for the lives and livelihoods of people in other parts of the world, as well as for future generations [ 20 ]. This emphasizes the need to empower learners through responsible educational practices by which competencies like critical thinking, imagining future scenarios, and making decisions in a collaborative way are cultivated and enhanced. The sustainability integrated curricular model SICM [ 14 ] attempts to integrate sustainability concepts within curriculum and inculcate the values of sustainable living and livelihood among future and prospective citizens of the world.
Sustainability concepts are inculcated at four levels. The skill set embodied in the twenty-first century skills implies preparing learners toward living sustainably.
Sustainable development as is commonly defined as the development that meets the needs of the present without compromising the ability of future generations to meet their own needs Table 3. For effective skill acquisition, it is necessary that the foundation of sustainability education has been laid. In the early years of schooling, sustainability concepts may be attained through direct experiences and activity-based learning strategies like nature study, field study, and gardening.
These are incorporated in the broad discipline of environmental studies. The skills for sustainability that need to be emphasized for attainment of concepts pertaining to sustainability may be referred to as SUSSKILLS, which comprise of identifying the concepts involved, differentiating between healthy and nonhealthy sustainability practices, developing, inculcating sustainability skills, and fostering values related to sustainability viz.
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Studies have found that skill building offers cent percent assurance of effective realization of objectives of sustainability education with regard to capacity building and ensures proficiency in concept delivery [ 15 , 16 , 17 , 18 ]. To conclude, ensuring inclusive and equitable quality technology and engineering education and promoting lifelong learning opportunities for all has been envisaged under goal 4 of the sustainable development goals. How well students learn in the learning place equips learners with skills of global citizenship.
These get transferred to the work environment. Hence, it is necessary that timely curricular intervention is required to address the needs of skilled manpower for sustainability education. Sustainability education can be imparted through the use of digital resources, Wikis, blogs, online platforms, social media, MOOCS for collecting information, and for attaining concepts with regard to sustainability through activities like, use of online databases and use of statistical applications like R, SPSS, and MATLABS for analysis, leading to knowledge generation and problem solving with regard to sustainability through activities like tracing the environmental history.
Sustainability models offer opportunity to attempt chronological analysis, time series analysis, and projections of the future. Footprint calculations whereby individuals, groups, or entire nations are compared can provide a basis for wide-ranging discussions and highlight instances of inequality in resource use. More precise ecological accounting inevitably leads to discussions of different regimes of resource management and thus offers opportunities to debate environmental policy at the local, national, or global level.
Furthermore, because ecological footprints can suggest multiple and highly different models of achieving sustainability, they may foster discussion about a wide range of environmental policies and project future directions. Governments have a role in building capabilities through formulating the right policies based on research and global trends. Implementing these in various educational settings will help to drive innovation and infusion toward developing a sustainability-empowered community for the future.
It can, therefore, be concluded that digital technologies may be effectively utilized for deploying TMPs, which would contribute toward skill acquisition for sustainable living. Licensee IntechOpen.
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Edited by Olga Bernad-Cavero. Edited by Donna Farland-Smith. We are IntechOpen, the world's leading publisher of Open Access books. Built by scientists, for scientists. Our readership spans scientists, professors, researchers, librarians, and students, as well as business professionals. Downloaded: Abstract The era of digital technologies has heralded increasing opportunities for technology-mediated pedagogies TMPs. Introduction Acquisition of skills for sustainability education has emerged as an important learning outcome of education.
Technology-mediated pedagogies Instructional strategies that make use of educational potential of technology may be referred to as technology-mediated pedagogies TMPs. Skill acquisition through TMPs Technology can and does help students develop all kinds of skill from the basic to the higher order critical thinking ones. Skills Phases of instruction Data gathering Awareness building Introduction and preliminary instructional tasks Data retrieval Communicating for data collection Information processing Acquire understanding Information organizing Information compilation Communicating for data sharing and discussions Analytic, interpretative, problem solving framing conclusions, and formulating judgments Decision making and professionally engaging Analyze, solve problems, and capability to address the problem.
Table 1. Table 2.
Five technology in education trends for
Significance of skill acquisition for sustainability education The learning possibilities of technology may be deployed for a multidisciplinary and interdisciplinary subject like sustainability education. Skill acquisition—technology-mediated sustainability TECHSUS models The sustainability integrated curricular model SICM [ 14 ] attempts to integrate sustainability concepts within curriculum and inculcate the values of sustainable living and livelihood among future and prospective citizens of the world. Carbon calculators—measures of carbon resource consumption necessary to curb such problems as climate change Equipping others to practice sustainability Practice, preach, and perform-conserving resources, ecological Ecological literacy.
Provide occasions to discuss natural resource and waste management, particularly resource depletion, renewal, and toxification. Enhancing social skills by community engagement for learning such things as population demographics, consumption trends, and economic development models, and policy priorities, lifestyle choices.
Community living and digital citizenship provide a unique feedback. Communication and collaboration activities for initiating dialogs and forums for discussions, deliberations and formulating judgments, Ecological footprinting, encouraging investigation and discussing processes to minimize and eliminate problems related to achieving targets Digital resource identification, retrieval, and utilization Digital resource organization, data mining, and data analytics Peer tutoring, online tutoring, social media networking and developing online community problems Use of digital resources, Wikis, blogs, online platforms, social media, MOOCS for collecting information for attaining concepts with regard to sustainability through activities like: use of online databases and use of statistical applications like R, SPSS, and MATLAB for analysis leading to knowledge generation and problem with regard to sustainability through activities like: trace the environmental history.
Sustainability models offer opportunity to attempt chronological analysis, time series analysis, and projections of the future Footprint calculations compared over individuals, groups, or entire nations can provide a basis for wide-ranging discussions of inequality in resource use and waste, as well as the cultural, political, and economic systems that structure them.
Policy analysis. Furthermore, because ecological footprints can suggest multiple and highly different models of achieving sustainability, they may foster discussion about a wide range of environmental policies.
Project future directions. Teachers are increasingly using AR to layer virtual content on printed materials to enhance understanding and inspiration. With the release of increasingly affordable and accessible VR accessories, we can expect more from this technology in The number of free apps and teaching platforms designed specifically for virtual education is growing.
VR and AR will move from experimental to ubiquitous in learning. Work with your IT team to review the available devices, and make sure you investigate the costs of emulating a real work environment effectively. There has been a strong pedagogical focus to increase the digital literacy of pupils, and encourage more students to adopt tech-focused subjects over the past few years.
This has ensured children grow into more responsible netizens, as well as fostering key transferable skills for their futures. According to our research on the use of technology in education in , STEM classes are perceived as the most technologically-advanced of the curriculum.
Learning and teaching with emerging technologies: Preservice pedagogy and classroom realities
More traditional arts and humanities subjects, however, are recognised as catching up in their use of edtech. Trends in technology, and the increased use of edtech across the entire curriculum, indicates that creativity will return to the forefront of education. Incorporating elements of creativity into STEM subjects has undeniable benefits including increasing the accessibility across genders, and engaging different types of learners.
While technology is an enabler for abusive behaviour, it will go on to provide more robust solutions to the problem in Platforms to provide a means of reporting and communication between teachers and pupils will grow in popularity. These tools raise awareness of the widespread bullying issue, and enhance methods of communication. Today, many pupils own a mobile device. Tapping this technology for learning in will improve engagement and motivation across all learning abilities.
Mobile learning will also offer greater flexibility and accessibility for learning at home.