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Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

Author

Listed:
  • Raquel Barragán-Sánchez

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • María-Carmen Corujo-Vélez

    (Department of Research and Diagnostic Methods in Education, University of Seville, 41013 Seville, Spain)

  • Antonio Palacios-Rodríguez

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

  • Pedro Román-Graván

    (Department of Teaching and Educational Organization, University of Seville, 41013 Seville, Spain)

Abstract

The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established.

Suggested Citation

  • Raquel Barragán-Sánchez & María-Carmen Corujo-Vélez & Antonio Palacios-Rodríguez & Pedro Román-Graván, 2020. "Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale," Sustainability, MDPI, vol. 12(18), pages 1-13, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:18:p:7721-:d:415490
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    References listed on IDEAS

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    2. Ana B. Mirete & Javier J. Maquilón & Lucía Mirete & Raimundo A. Rodríguez, 2020. "Digital Competence and University Teachers’ Conceptions about Teaching. A Structural Causal Model," Sustainability, MDPI, vol. 12(12), pages 1-13, June.
    3. José Juan Carrión-Martínez & Antonio Luque-de la Rosa & José Fernández-Cerero & Marta Montenegro-Rueda, 2020. "Information and Communications Technologies (ICTs) in Education for Sustainable Development: A Bibliographic Review," Sustainability, MDPI, vol. 12(8), pages 1-12, April.
    4. María Napal & Ana María Mendióroz-Lacambra & Alicia Peñalva, 2020. "Sustainability Teaching Tools in the Digital Age," Sustainability, MDPI, vol. 12(8), pages 1-14, April.
    5. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    6. Rosalía Romero-Tena & Raquel Barragán-Sánchez & Carmen Llorente-Cejudo & Antonio Palacios-Rodríguez, 2020. "The Challenge of Initial Training for Early Childhood Teachers. A Cross Sectional Study of Their Digital Competences," Sustainability, MDPI, vol. 12(11), pages 1-17, June.
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    Cited by:

    1. Thi Phuoc Lai Nguyen & Thi Huy Nguyen & Thanh Khiet Tran, 2020. "STEM Education in Secondary Schools: Teachers’ Perspective towards Sustainable Development," Sustainability, MDPI, vol. 12(21), pages 1-16, October.
    2. Samuel López-Carril & María Huertas González-Serrano & Ferran Calabuig-Moreno & Vicente Añó & Christos Anagnostopoulos, 2021. "Development and Preliminary Validation of Social Media as an Educational and Professional Tool Student Perceptions Scale (SMEPT-SPS)," Sustainability, MDPI, vol. 13(4), pages 1-16, February.
    3. Salvador Baena-Morales & Rosabel Martinez-Roig & María J. Hernádez-Amorós, 2020. "Sustainability and Educational Technology—A Description of the Teaching Self-Concept," Sustainability, MDPI, vol. 12(24), pages 1-20, December.

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