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Mobile Learning for Sustainable Development and Environmental Teacher Education

Author

Listed:
  • María Sebastián-López

    (Faculty of Education, ARGOS-IUCA, University of Zaragoza, 50009 Zaragoza, Spain)

  • Rafael de Miguel González

    (Faculty of Education, ARGOS-IUCA, University of Zaragoza, 50009 Zaragoza, Spain)

Abstract

Outdoor learning has, for a long time, been an important instructional resource in school education, usually embedded in the natural sciences and social sciences curricula. Teaching geography, geology, or biology beyond the traditional classroom allows students to interact with physical and social environments for meaningful learning. Mobile devices that are based on geospatial technologies have provided more accurate data, but also a combined instructional design with other WebGIS, map viewers, or geographic information system (GIS) layers, which are useful to foster education for sustainable development. This paper analyzes the applications of mobile learning based on citizen science and volunteer geographic information, but also on the growing awareness that citizens and educators need a set of digital competencies to enhance and innovate lifelong learning and active citizenship. The empirical research aims to measure teacher–training experience, highlighting the potential of mobile devices and their applications in environmental education. Data collected from the research and results prove the positive impact of mobile learning in environmental education. Finally, a discussion about mobile learning and education for sustainable development is provided.

Suggested Citation

  • María Sebastián-López & Rafael de Miguel González, 2020. "Mobile Learning for Sustainable Development and Environmental Teacher Education," Sustainability, MDPI, vol. 12(22), pages 1-13, November.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:22:p:9757-:d:449580
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    References listed on IDEAS

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    1. Stamatios Papadakis & Julie Vaiopoulou & Michail Kalogiannakis & Dimitrios Stamovlasis, 2020. "Developing and Exploring an Evaluation Tool for Educational Apps (E.T.E.A.) Targeting Kindergarten Children," Sustainability, MDPI, vol. 12(10), pages 1-10, May.
    2. Christine Redecker, 2017. "European Framework for the Digital Competence of Educators: DigCompEdu," JRC Research Reports JRC107466, Joint Research Centre.
    3. Guadalupe Martínez-Borreguero & Jesús Maestre-Jiménez & Milagros Mateos-Núñez & Francisco Luis Naranjo-Correa, 2020. "An Integrated Model Approach of Education for Sustainable Development: Exploring the Concepts of Water, Energy and Waste in Primary Education," Sustainability, MDPI, vol. 12(7), pages 1-17, April.
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    Cited by:

    1. Khaula Alkaabi & Kashif Mehmood & Parama Bhatacharyya & Hassa Aldhaheri, 2023. "Sustainable Development Goals from Theory to Practice Using Spatial Data Infrastructure: A Case Study of UAEU Undergraduate Students," Sustainability, MDPI, vol. 15(16), pages 1-27, August.
    2. Fei Chuan Chen & Yi Hwan Shyr, 2021. "Enhance Volunteering Education Through Overseas Volunteer Service," SAGE Open, , vol. 11(4), pages 21582440211, November.
    3. Wajeeh Daher & Amal Omar & Hadeel Swaity & Bushra Allan & Sarah Dar Issa & Zahera Amer & Aseel Halabi, 2022. "Upper-Basic Schoolteachers’ Beliefs about Their Students’ Awareness of Digital Citizenship," Sustainability, MDPI, vol. 14(19), pages 1-11, October.
    4. Rafael de Miguel González & María Sebastián-López, 2022. "Education on Sustainable Development Goals: Geographical Perspectives for Gender Equality in Sustainable Cities and Communities," Sustainability, MDPI, vol. 14(7), pages 1-19, March.
    5. María-Luisa Gómez-Ruiz & Francisco-José Morales-Yago & María-Luisa de Lázaro-Torres, 2021. "Outdoor Education, the Enhancement and Sustainability of Cultural Heritage: Medieval Madrid," Sustainability, MDPI, vol. 13(3), pages 1-21, January.

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