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Digital Learning Is an Educational Format towards Sustainable Education

Author

Listed:
  • Maria José Sousa

    (Departamento de Ciência Política e Políticas Públicas, Instituto Universitário de Lisboa, 1649-026 Lisboa, Portugal)

  • Ana Lúcia Marôco

    (Centro de Administração e Políticas Públicas, Instituto Superior de Ciências Sociais e Políticas, Universidade de Lisboa, 1300-663 Lisboa, Portugal)

  • Sónia P. Gonçalves

    (Centro de Administração e Políticas Públicas, Instituto Superior de Ciências Sociais e Políticas, Universidade de Lisboa, 1300-663 Lisboa, Portugal)

  • Andreia de Bem Machado

    (Knowledge Engineering Department, Universidade Federal de Santa Catarina, Florianópolis 88040-900, Brazil)

Abstract

The year 2020, due to the pandemic, was a milestone in the history of digital technology in the education sector, allowing a sustainable education although the world was facing a pandemic crisis without precedents. Therefore, in a few days occur a transformation from traditional classroom teaching to online teaching and consequently forced to use digital learning. Nevertheless, more researches are needed to know how was this experience and if there is the intention to maintain the online format. The main goal of this article is to study how digital learning can be an educational format focused on sustainable education. This paper presents a systematic literature review on digital learning through PRISMA methodology, based on a literature search and field research aimed to analyze the significant predictors related to the digital learning experience on the likelihood of choosing to “keep” the online format in the next academic year. An online survey was conducted with 173 university students. The results obtained showed that the significant predictors were factor 1-”Characteristics of online classes; factor 2-”Support from the School and Professors; factor 3-”Online classes vs. face-to-face classes” and gender. The probability of choosing to keep online classes increases exponentially with the characteristics of online classes, with Support from school and teachers; Online classes vs. Face-to-face classes, and keeping factors 1, 2, and 3 constant the probability if a man chooses the online format compared to a woman is higher. This online format thus acquires central importance in the contemporary sustainability debate. The kind of life, education, and society we will have in the future will depend on the quality, depth, and extent of the learning processes we can create and exercise individually and socially. Education, and educators in particular, who concentrate on the tasks of designing and implementing social teaching and learning models, have a unique responsibility in this process. Although the reduced sample size the present work can provide strategic information for university staff, contributing to designing and implementation a sustainable education.

Suggested Citation

  • Maria José Sousa & Ana Lúcia Marôco & Sónia P. Gonçalves & Andreia de Bem Machado, 2022. "Digital Learning Is an Educational Format towards Sustainable Education," Sustainability, MDPI, vol. 14(3), pages 1-16, January.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:3:p:1140-:d:728780
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    References listed on IDEAS

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    1. Amer Mutrik Sayaf & Mahdi Mohammed Alamri & Mohammed Ayid Alqahtani & Waleed Mugahed Al-Rahmi, 2021. "Information and Communications Technology Used in Higher Education: An Empirical Study on Digital Learning as Sustainability," Sustainability, MDPI, vol. 13(13), pages 1-19, June.
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    Cited by:

    1. Saeed Nosratabadi & Thabit Atobishi & Szilard HegedHus, 2023. "Social Sustainability of Digital Transformation: Empirical Evidence from EU-27 Countries," Papers 2305.16088, arXiv.org.
    2. Maria José Sá & Sandro Serpa & Carlos Miguel Ferreira, 2022. "Citizen Science in the Promotion of Sustainability: The Importance of Smart Education for Smart Societies," Sustainability, MDPI, vol. 14(15), pages 1-22, July.
    3. Saeed Nosratabadi & Thabit Atobishi & Szilárd Hegedűs, 2023. "Social Sustainability of Digital Transformation: Empirical Evidence from EU-27 Countries," Administrative Sciences, MDPI, vol. 13(5), pages 1-18, May.
    4. Zhaorui Wang & Zuwang Chu, 2023. "Examination of Higher Education Teachers’ Self-Perception of Digital Competence, Self-Efficacy, and Facilitating Conditions: An Empirical Study in the Context of China," Sustainability, MDPI, vol. 15(14), pages 1-22, July.
    5. Kareema Ali & Daniel Burgos & Saida Affouneh, 2023. "Educational Loss at Times of Crisis: The Role of Games in Students’ Learning in Palestine and Iraq," Sustainability, MDPI, vol. 15(6), pages 1-15, March.
    6. Gabriela Clemente & Alberto Garcia-Prats & Purificación Lisón & Constanza Rubio & Santiago Vidal-Puig & Beatriz Ricarte & Vicente Estruch-Guitart & Loreto Fenollosa & Juan Manzano & Francisco Rovira-M, 2022. "COVID-19 Impact: A Case Study at the School of Agricultural Engineering and Environment of the Universitat Politècnica de València," Sustainability, MDPI, vol. 14(17), pages 1-14, August.
    7. Nayef Shaie Alotaibi, 2022. "The Significance of Digital Learning for Sustainable Development in the Post-COVID19 World in Saudi Arabia’s Higher Education Institutions," Sustainability, MDPI, vol. 14(23), pages 1-15, December.
    8. Józef Ober & Anna Kochmańska, 2022. "Remote Learning in Higher Education: Evidence from Poland," IJERPH, MDPI, vol. 19(21), pages 1-35, November.

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