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Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape

Author

Listed:
  • Dusanka Boskovic

    (Faculty of Electrical Engineering, University of Sarajevo, 71000 Sarajevo, Bosnia and Herzegovina)

  • Dzenana Husremovic

    (Faculty of Philosophy, University of Sarajevo, 71000 Sarajevo, Bosnia and Herzegovina)

  • Merima Muslic

    (Faculty of Philosophy, University of Sarajevo, 71000 Sarajevo, Bosnia and Herzegovina)

  • Amra Kapo

    (School of Economics and Business, University of Sarajevo, 71000 Sarajevo, Bosnia and Herzegovina)

Abstract

Technology is acting as a catalyst for the transformation towards sustainability in education and as a means of reshaping the educational experience. This transformation is part of an overall transformation in our society, and education should be dedicated to creating satisfied students able to think autonomously, take responsibility for their views, and contribute to society. Both sustainable education and education for sustainability benefit from blended learning, which facilitates participatory teaching and empowers learners. The aim of our research was to determine teachers’ and students’ (a) awareness of the development of digital platforms for teaching and learning, (b) perception of their own digital skills, (c) use and experience of Coursera, and (d) attitudes towards the content and benefits of digital platforms, such as Coursera, for teaching and learning. The analysis was carried out using a questionnaire in which we collected feedback from students and teachers at the University of Sarajevo about their awareness and preferences of the contents offered by Coursera and their readiness to use those additional learning and teaching resources. The results of this study show that there is a lack of awareness of online e-learning platforms among students, with more than half of the sample professing ignorance about these sites. The identified lack of experience and a noticeable lack of motivation could present significant repressors in the transformation of education if not addressed properly.

Suggested Citation

  • Dusanka Boskovic & Dzenana Husremovic & Merima Muslic & Amra Kapo, 2023. "Teachers and Students as Promoters or Repressors of Sustainable Education: Navigating the Blended Learning Landscape," Sustainability, MDPI, vol. 15(24), pages 1-13, December.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:24:p:16812-:d:1299606
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    References listed on IDEAS

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    1. Renzhong Peng & Qiqin Hu & Bochra Kouider, 2023. "Teachers’ Acceptance of Online Teaching and Emotional Labor in the EFL Context," Sustainability, MDPI, vol. 15(18), pages 1-19, September.
    2. Muhammad Azeem Ashraf & Samson Maekele Tsegay & Yang Meijia, 2021. "Blended Learning for Diverse Classrooms: Qualitative Experimental Study With In-Service Teachers," SAGE Open, , vol. 11(3), pages 21582440211, July.
    3. Jiying Han & Zhe Zhang & Zhenmei Liu & Chao Gao, 2023. "Towards Sustainability: A Quantitative Inquiry into Chinese University Students’ Perceived Learner Empowerment and Innovative Behaviour," Sustainability, MDPI, vol. 15(18), pages 1-14, September.
    4. Yaxi Huang & Li Pan & Yiran Wang & Ziting Yan & Yifei Chen & Xin Hao & Tiansheng Xia, 2023. "Exploring the User Acceptance of Online Interactive Mechanisms for Live-Streamed Teaching in Higher Education Institutions," Sustainability, MDPI, vol. 15(18), pages 1-15, September.
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