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SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change

Author

Listed:
  • Laura Hosman

    (School for the Future of Innovation in Society (SFIS), Arizona State University, Tempe, AZ 85287, USA)

  • Marcela Georgina Gómez Zermeño

    (School of Humanities and Education, Tecnologico de Monterrey, Monterrey 64849, Mexico)

  • Lorena Alemán de la Garza

    (School of Humanities and Education, Tecnologico de Monterrey, Monterrey 64849, Mexico)

Abstract

Inclusive and quality education can provide nations with the tools to solve global problems. However, some barriers prevent equal access to this education. These obstacles include the lack of basic resources such as electricity and internet availability, which prevents appropriate training in the skills necessary for sustainable community development. Therefore, we have responded with the Solar-Powered Educational Learning Library (SolarSPELL) initiative, which offers a solar-powered digital library and provides an internet-like experience through its offline WiFi network. This educational innovation has been implemented in rural schools across the Pacific Islands, including in some of the more remote islands of Fiji, an area strongly affected by climate change. The objective of the study was to understand the impact of SolarSPELL on teaching and learning about climate change in the schools where it was implemented. This research used a case study method in which quantitative tools were applied to understand the characteristics of the schools and the impact of this educational innovation. The results showed that the SolarSPELL library was an impactful pedagogical resource in the schools where it was implemented. It served as support for teachers and motivated the students, promoted the democratization of knowledge in vulnerable areas, and provided appropriate educational resources to generate knowledge about problem-solving actions that can respond to climate change. The importance of this educational innovation lies in presenting strategies and best practices that help improve the quality of education, making it more inclusive and eliminating barriers to the acquisition of knowledge.

Suggested Citation

  • Laura Hosman & Marcela Georgina Gómez Zermeño & Lorena Alemán de la Garza, 2020. "SolarSPELL Assessment: Impact of a Solar-Powered Digital Library as a Teaching-Learning Resource on Climate Change," Sustainability, MDPI, vol. 12(16), pages 1-18, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:16:p:6636-:d:399918
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    References listed on IDEAS

    as
    1. Armey, Laura E. & Hosman, Laura, 2016. "The centrality of electricity to ICT use in low-income countries," Telecommunications Policy, Elsevier, vol. 40(7), pages 617-627.
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    3. Laura J. Hosman & Laura E. Armey, 2017. "Taking technology to the field: hardware challenges in developing countries," Information Technology for Development, Taylor & Francis Journals, vol. 23(4), pages 648-667, October.
    4. Walter Leal Filho & João Henrique Paulino Pires Eustachio & Adriana Cristina Ferreira Caldana & Markus Will & Amanda Lange Salvia & Izabela S. Rampasso & Rosley Anholon & Johannes Platje & Marina Kova, 2020. "Sustainability Leadership in Higher Education Institutions: An Overview of Challenges," Sustainability, MDPI, vol. 12(9), pages 1-19, May.
    5. Huaruo Chen & Ling Ling & Yonghui Ma & Ya Wen & Xiyuan Gao & Xueying Gu, 2020. "Suggestions for Chinese University Freshmen Based on Adaptability Analysis and Sustainable Development Education," Sustainability, MDPI, vol. 12(4), pages 1-14, February.
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