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Digital Education for Sustainable Development in Non-Formal Education in Germany and COVID-19-Induced Changes

Author

Listed:
  • Florian Kohler

    (Research Group for Earth Observation (rgeo), Department of Geography, Heidelberg University of Education, Czernyring 22/10-12, D-69115 Heidelberg, Germany
    Heidelberg Center of Education for Sustainable Development, Heidelberg University of Education, Bergheimer Str. 104, D-69115 Heidelberg, Germany)

  • Alina Kuthe

    (Kompetenzzentrum Lehre (KoLe), Nuertingen-Geislingen University, Marktstr. 16, D-72622 Nürtingen, Germany)

  • Fiona Rochholz

    (Research Group for Earth Observation (rgeo), Department of Geography, Heidelberg University of Education, Czernyring 22/10-12, D-69115 Heidelberg, Germany)

  • Alexander Siegmund

    (Research Group for Earth Observation (rgeo), Department of Geography, Heidelberg University of Education, Czernyring 22/10-12, D-69115 Heidelberg, Germany
    Heidelberg Center of Education for Sustainable Development, Heidelberg University of Education, Bergheimer Str. 104, D-69115 Heidelberg, Germany
    Heidelberg Center for the Environment (HCE) & Institute of Geography, Heidelberg University, Berliner Straße 48, D-69120 Heidelberg, Germany)

Abstract

Digital media increasingly transform daily routines as well as everyday actions and working environments, including education. Apps, games, computer programs, and social media, etc. can support and improve learning processes. The COVID-19 pandemic and the resulting restrictions of social life accelerated a shift towards the application of digital media in education as well as in distance learning. This paper answers questions about the current usage of digital media in non-formal education in Germany, especially in the context of Education for Sustainable Development (ESD). The results of a 2020 survey in Germany with 111 participants show that digital media are an integral part of non-formal education; in particular, audio and video recording and filesharing are used often. Notably, the usage of web calls and webinars has increased since the pandemic. Regarding the disadvantages of digitals formats, participants note the investment in time and effort as well as the expensive equipment needed for development. Despite being dissatisfied with existing offers, a lot of institutions have not developed their own digital education formats (yet). This indicates a possible need for further training and education of educators in non-formal ESD, enabling them to independently create digital formats. This would also contribute to the quality of digital formats, of which many were possibly developed without proper expertise.

Suggested Citation

  • Florian Kohler & Alina Kuthe & Fiona Rochholz & Alexander Siegmund, 2022. "Digital Education for Sustainable Development in Non-Formal Education in Germany and COVID-19-Induced Changes," Sustainability, MDPI, vol. 14(4), pages 1-17, February.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:4:p:2114-:d:748146
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