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

Author

Listed:
  • Vassilios Makrakis

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

  • Michele Biasutti

    (Department of Philosophy, Sociology, Education and Applied Psychology, University of Padova, 35139 Padova, Italy)

  • Nelly Kostoulas-Makrakis

    (Department of Primary Education, Faculty of Education, University of Crete, 74100 Rethymnon, Greece)

  • Munirah Ghazali

    (Munirah Ghazali School of Educational Studies, Universiti Sains Malaysia, Penang 11800, Malaysia
    School of Education and Human Sciences, Albukhary International University, Alor Setar 05200, Malaysia)

  • Widad Othman

    (Faculty of Education, Open University Malaysia, Petaling Jaya 47301, Malaysia)

  • Mohammad Ali

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

  • Nanung Agus Fitriyanto

    (Faculty of Sciences, Gadjah Mada University, Bulaksumur, Daerah Istimewa, Yogyakarta 55281, Indonesia)

  • Katerina Mavrantonaki

    (Department of Primary Education, Faculty of Education, University of Crete, 74100 Rethymnon, Greece)

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.

Suggested Citation

  • Vassilios Makrakis & Michele Biasutti & Nelly Kostoulas-Makrakis & Munirah Ghazali & Widad Othman & Mohammad Ali & Nanung Agus Fitriyanto & Katerina Mavrantonaki, 2024. "ICT-Enabled Education for Sustainability Justice in South East Asian Universities," Sustainability, MDPI, vol. 16(10), pages 1-16, May.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:10:p:4049-:d:1393157
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    References listed on IDEAS

    as
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    2. Alaina Kinol & Elijah Miller & Hannah Axtell & Ilana Hirschfeld & Sophie Leggett & Yutong Si & Jennie C. Stephens, 2023. "Correction to: Climate justice in higher education: a proposed paradigm shift towards a transformative role for colleges and universities," Climatic Change, Springer, vol. 176(4), pages 1-1, April.
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