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Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review

Author

Listed:
  • Vassilis Zakopoulos

    (Department of Accounting and Finance, University of West Attica, 12243 Egaleo, Greece)

  • Agoritsa Makri

    (School of Humanities, Hellenic Open University, 26504 Patra, Greece)

  • Stamatios Ntanos

    (Department of Business Administration, University of West Attica, 12243 Egaleo, Greece)

  • Stilianos Tampakis

    (School of Forestry and Natural Environment, Faculty of Agriculture, Forestry and Natural Environment, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece)

Abstract

The use of digital technologies in drama performances in education that address the sustainability issues that plague today’s world is highly acknowledged globally by the scientific community since digital technologies offer a variety of ways to provide students with an interactive and engaging learning experience. This article aims to present a literature review on drama/theatre performance in educational environments by applying digital technologies to increase students’ sustainability awareness. More specifically, this article presents a state-of-the-art study on the recent developments concerning digital drama performance and explores how the cultivation of sustainability consciousness by students in all educational contexts can be achieved. Additionally, it provides valuable insights into how combining digital drama performances and sustainability issues could improve crucial 21st-century skills for students at all levels of education. The dataset was collected using the Web of Science, Scopus, and Google Scholar databases. This review is mainly interested in identifying the research gaps since the current literature focuses primarily on digital technologies in drama/theatre education. However, developing the sustainability awareness of students by performing digital drama seems to be under researched. The results of this study directly impact a wide range of educational experts, such as drama teachers, drama faculty members, drama education researchers, scholars, and theatre practitioners, including art critics, culture specialists, stage designers, drama directors, managers, consultants, and policymakers, to influence them to reflect and reconsider the potential benefits of introducing drama/theatre performance lessons in the official curriculum programs to motivate students to become aware of critical sustainable issues.

Suggested Citation

  • Vassilis Zakopoulos & Agoritsa Makri & Stamatios Ntanos & Stilianos Tampakis, 2023. "Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review," Sustainability, MDPI, vol. 15(18), pages 1-26, September.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:18:p:13387-:d:1234559
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    References listed on IDEAS

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    1. María Napal & Ana María Mendióroz-Lacambra & Alicia Peñalva, 2020. "Sustainability Teaching Tools in the Digital Age," Sustainability, MDPI, vol. 12(8), pages 1-14, April.
    2. Almudena Eizaguirre & María García-Feijoo & Jon Paul Laka, 2019. "Defining Sustainability Core Competencies in Business and Management Studies Based on Multinational Stakeholders’ Perceptions," Sustainability, MDPI, vol. 11(8), pages 1-21, April.
    3. Stavroula Tzima & Georgios Styliaras & Athanasios Bassounas & Maria Tzima, 2020. "Harnessing the Potential of Storytelling and Mobile Technology in Intangible Cultural Heritage: A Case Study in Early Childhood Education in Sustainability," Sustainability, MDPI, vol. 12(22), pages 1-22, November.
    4. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
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