Sustainable Approaches for Accelerated Learning

Sustainable education does not yet have a widely accepted definition in the literature. In this work, we start from the Sustainable Development Goal of Quality Education for All (SDG4) and interpret sustainable education as increasing the quality of learning whilst conserving the resources required...

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Autores principales:	Richard Glassey, Olle Bälter
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	sustainability education digitalisation accelerated learning Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/124b9e6122004fd1870fcfe1cace3314
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spelling	oai:doaj.org-article:124b9e6122004fd1870fcfe1cace33142021-11-11T19:39:30ZSustainable Approaches for Accelerated Learning10.3390/su1321119942071-1050https://doaj.org/article/124b9e6122004fd1870fcfe1cace33142021-10-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/11994https://doaj.org/toc/2071-1050Sustainable education does not yet have a widely accepted definition in the literature. In this work, we start from the Sustainable Development Goal of Quality Education for All (SDG4) and interpret sustainable education as increasing the quality of learning whilst conserving the resources required to produce and deliver it. From this interpretation, we argue that one path towards realising sustainable education is through the identification of teaching practices that satisfy these conditions of increased quality whilst conserving resources. We present an overview of four case studies, where the conditions for sustainable education are demonstrated through the effective use of people, processes and technologies. Each case represents an intervention that was made to improve the quality of education within an intensive three-month project, which trained immigrants to be employable in the IT industry as junior software developers. Whilst the interventions are independent and unique, they are connected by the themes of quality improvement and resource conservation. In isolation, each specific case produced improvements for both teachers and students; however, it is by combining such approaches that we can start to realise the path towards sustainable education that will help lead to a better quality of education for all. The findings of this work suggest that quality education does not come at the cost of increased resource demands; rather, approaches exist that can be considered to satisfy the conditions for sustainable education.Richard GlasseyOlle BälterMDPI AGarticlesustainabilityeducationdigitalisationaccelerated learningEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 11994, p 11994 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	sustainability education digitalisation accelerated learning Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	sustainability education digitalisation accelerated learning Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 Richard Glassey Olle Bälter Sustainable Approaches for Accelerated Learning
description	Sustainable education does not yet have a widely accepted definition in the literature. In this work, we start from the Sustainable Development Goal of Quality Education for All (SDG4) and interpret sustainable education as increasing the quality of learning whilst conserving the resources required to produce and deliver it. From this interpretation, we argue that one path towards realising sustainable education is through the identification of teaching practices that satisfy these conditions of increased quality whilst conserving resources. We present an overview of four case studies, where the conditions for sustainable education are demonstrated through the effective use of people, processes and technologies. Each case represents an intervention that was made to improve the quality of education within an intensive three-month project, which trained immigrants to be employable in the IT industry as junior software developers. Whilst the interventions are independent and unique, they are connected by the themes of quality improvement and resource conservation. In isolation, each specific case produced improvements for both teachers and students; however, it is by combining such approaches that we can start to realise the path towards sustainable education that will help lead to a better quality of education for all. The findings of this work suggest that quality education does not come at the cost of increased resource demands; rather, approaches exist that can be considered to satisfy the conditions for sustainable education.
format	article
author	Richard Glassey Olle Bälter
author_facet	Richard Glassey Olle Bälter
author_sort	Richard Glassey
title	Sustainable Approaches for Accelerated Learning
title_short	Sustainable Approaches for Accelerated Learning
title_full	Sustainable Approaches for Accelerated Learning
title_fullStr	Sustainable Approaches for Accelerated Learning
title_full_unstemmed	Sustainable Approaches for Accelerated Learning
title_sort	sustainable approaches for accelerated learning
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/124b9e6122004fd1870fcfe1cace3314
work_keys_str_mv	AT richardglassey sustainableapproachesforacceleratedlearning AT ollebalter sustainableapproachesforacceleratedlearning
_version_	1718431450713292800

Sustainable Approaches for Accelerated Learning

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