ICT-Enabled Education for Sustainability Justice in South East Asian Universities-Reference-Cited by-同舟云学术

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

Published:2024-05-12 Issue:10 Volume:16 Page:4049
ISSN:2071-1050
Container-title:Sustainability
language:en
Short-container-title:Sustainability

Author:

Makrakis Vassilios¹,Biasutti Michele²^ORCID,Kostoulas-Makrakis Nelly³,Ghazali Munirah⁴⁵^ORCID,Othman Widad⁶,Ali Mohammad⁷,Fitriyanto Nanung Agus⁸^ORCID,Mavrantonaki Katerina³

Affiliation:

1. School of Education and Social Sciences, Frederick University, Y. Frederickou 7, Nicosia 1036, Cyprus

2. Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, 35139 Padova, Italy

3. Department of Primary Education, Faculty of Education, University of Crete, 74100 Rethymnon, Greece

4. Munirah Ghazali School of Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia

5. School of Education and Human Sciences, Albukhary International University, Alor Setar 05200, Malaysia

6. Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Malaysia

7. Faculty of Education, Indonesia University of Education, Jl. Dr. Setiabudi No. 229, Isola, Kec. Sukasari, Kota Bandung 40154, Indonesia

8. Faculty of Sciences, Gadjah Mada University, Bulaksumur, Daerah Istimewa, Yogyakarta 55281, Indonesia

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.

Funder

European Commission Erasmus+ CBHE Strand 2 project

Publisher

MDPI AG

Link

https://www.mdpi.com/2071-1050/16/10/4049/pdf

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