The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers
Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of f...
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| Format: | Article |
| Language: | English |
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MDPI AG
2021-10-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/11/10/644 |
| _version_ | 1797514780169207808 |
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| author | Mayra Urrea-Solano María J. Hernández-Amorós Gladys Merma-Molina Salvador Baena-Morales |
| author_facet | Mayra Urrea-Solano María J. Hernández-Amorós Gladys Merma-Molina Salvador Baena-Morales |
| author_sort | Mayra Urrea-Solano |
| collection | DOAJ |
| description | Digital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages. |
| first_indexed | 2024-03-10T06:36:25Z |
| format | Article |
| id | doaj.art-3db3e07dda444ff5aa7e50089db6b1b2 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-03-10T06:36:25Z |
| publishDate | 2021-10-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-3db3e07dda444ff5aa7e50089db6b1b22023-11-22T18:01:11ZengMDPI AGEducation Sciences2227-71022021-10-01111064410.3390/educsci11100644The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School TeachersMayra Urrea-Solano0María J. Hernández-Amorós1Gladys Merma-Molina2Salvador Baena-Morales3Department of Didactic General and Specific Training, University of Alicante, 03690 San Vicente del Raspeig, SpainDepartment of Didactic General and Specific Training, University of Alicante, 03690 San Vicente del Raspeig, SpainDepartment of Didactic General and Specific Training, University of Alicante, 03690 San Vicente del Raspeig, SpainDepartment of Didactic General and Specific Training, University of Alicante, 03690 San Vicente del Raspeig, SpainDigital technologies play a key role in the fulfilment of the 2030 Agenda. However, their contribution to this goal depends on the digital culture of society. In this context, future teachers’ knowledge of e-sustainability is of paramount importance, as the responsible and sustainable behaviour of future generations largely depends on their skills in this area. Therefore, this study aimed to identify the existence of possible differences in digital competences in sustainability among trainee teachers. The study involved the participation of 348 students in the 2nd year of their Bachelor’s Degrees in Early Childhood and Primary Education at the University of Alicante (Alicante, Spain), who filled out a questionnaire on this topic. The SPSS v. 25 statistical programme, with which a comparative analysis was carried out, was used to process the data. On the basis of the results, the students of the Bachelor’s Degree in Early Childhood Education generally presented a higher level of e-sustainable competences, especially with regard to general competences and the economic dimension of digital sustainability. Despite this, and given the small size of the differences, we conclude that there is a need to design didactic proposals to favour the acquisition of these competences among future teachers at both stages.https://www.mdpi.com/2227-7102/11/10/644digital competencessustainabilityinitial teacher trainingearly childhood educationprimary education |
| spellingShingle | Mayra Urrea-Solano María J. Hernández-Amorós Gladys Merma-Molina Salvador Baena-Morales The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers Education Sciences digital competences sustainability initial teacher training early childhood education primary education |
| title | The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers |
| title_full | The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers |
| title_fullStr | The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers |
| title_full_unstemmed | The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers |
| title_short | The Learning of E-Sustainability Competences: A Comparative Study between Future Early Childhood and Primary School Teachers |
| title_sort | learning of e sustainability competences a comparative study between future early childhood and primary school teachers |
| topic | digital competences sustainability initial teacher training early childhood education primary education |
| url | https://www.mdpi.com/2227-7102/11/10/644 |
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