Teaching and research using new technologies in education for sustainability

Course Information
TitleΔιδασκαλία και έρευνα με τη χρήση νέων τεχνολογιών στην εκπαίδευση για την αειφορία / Teaching and research using new technologies in education for sustainability
SchoolPrimary Education
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CoordinatorGeorgios Malandrakis
Course ID600015091

Class Information
Academic Year2021 – 2022
Class PeriodSpring
Faculty Instructors
Class ID
Course Type 2021
Specific Foundation
Course Type 2011-2015
General Foundation
Mode of Delivery
  • Face to face
The course is also offered to exchange programme students.
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
Learning Outcomes
After completing the course, the students are expected to: • To learn about the main features of Education for Sustainable Development (ESD), the use of New Technologies (ICTS), and key research traditions in EA so that they can teach and explore contemporary Sustainability issues by integrating ICTS into ESD
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Make decisions
  • Work autonomously
  • Work in teams
  • Respect natural environment
  • Advance free, creative and causative thinking
Course Content (Syllabus)
•Contemporary texts and ESD Journals. •What is sustainability - General principles of sustainability - Pillars of sustainability - The 17 Sustainable Development Goals (SDGs) •The concept of ecological overshoot •Ecological footprint (EF) and online calculators for its calculation – Educational use of EF •Energy footprint / carbon footprint – Foodmiles •Water Footprint •Historical development of EE/ESD – Contemporary research topics – Education for Sustainable Development •New elementary curricula for ESD •Quantitative research methods, behavior change models (NEP-New Environmental Paradigm), Pro-environmental behavior •Qualitative research methods (Significant Life Experiences, Theatre/Drama, Traces, Concept Maps) •Sustainability of Universities (Sustainability reports) - On line calculator of Universities’ EF •Simulations using ICT – Colorado Phet •Digital / online educational games for understanding concepts related to sustainability (e.g., urban sustainability / Energy city) •Field visit and training application / testing of mobile apps •Environmental ethics - sustainable ethics (sustainability ethics). •Digital storytelling and EA •Use and development of scales in EA (scale development in ESD), e.g., Self-efficacy scales, 2/3/4 tier tests •Data collection in the field and dissemination of results using ICT
Sustainability, Environmental Education/Education for Sustainable Development (ESD), Footprints (Ecological, Energy, Water), Research in ESD
Educational Material Types
  • Notes
  • Slide presentations
  • Research papers
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Laboratory Teaching
  • Use of ICT in Communication with Students
ICTs in TEACHING and LABORATORY EDUCATION are used in simulations (e.g., Colorado Phet), games (e.g., energy city), for information and data visualisation (e.g., SDGs progress, personal Ecological Footprint (EF), EF of Universities). Mobile apps are also used, especially in the field trips, for information, data collection and awareness. ICTs are also used in COMMUNICATION and coordination of students' work (e-mail, Zoom, etc.) The standard University-based E-learning platform (Moodle) is also used for both teaching and communication.
Course Organization
Laboratory Work60.2
Reading Assigment301
Written assigments501.7
Small scale research1304.3
Student Assessment
• Participation in the course (20%) • Presentation of published research papers in the classroom (20%) • Software search, development of educational activities and their application in the field (20%) • Working with a small-scale research, collection, processing and analysis of quantitative and / or qualitative data (40%)
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Small scale research (Formative, Summative)
Additional bibliography for study
Μαλανδράκης, Γ., Γεωργόπουλος, Α., & Δημητρίου Α. (2020). Χαρακτηριστικά Προγραμμάτων Περιβαλλοντικής Εκπαίδευσης στην Πρωτοβάθμια Εκπαίδευση: Η εμπειρία 7 ετών σε πανελλαδική κλίμακα. Περιβαλλοντική Εκπαίδευσης για την Αειφορία, 2 (1), 29-41. doi: https://doi.org/10.12681/ees.19743 Fauville, G., Lantz-Andersson, A., & Säljö, R. (2014). ICT tools in environmental education: reviewing two newcomers to schools. Environmental Education Research, 20(2), 248–283. https://doi.org/10.1080/13504622.2013.775220 Kamarainen, A. M., Metcalf, S., Grotzer, T., Browne, A., Mazzuca, D., Tutwiler, M. S., & Dede, C. (2013). EcoMOBILE: Integrating augmented reality and probeware with environmental education field trips. Computers & Education, 68, 545–556. https://doi.org/10.1016/j.compedu.2013.02.018 Liampa, V., Malandrakis, G. N., Papadopoulou, P., & Pnevmatikos, D. (2017). Development and Evaluation of a Three-Tier Diagnostic Test to Assess Undergraduate Primary Teachers’ Understanding of Ecological Footprint. Research in Science Education. https://doi.org/10.1007/s11165-017-9643-1 McNaughton, M. J. (2004). Educational drama in the teaching of education for sustainability. Environmental Education Research, 10(2), 139–155. https://doi.org/10.1080/13504620242000198140 McQuiggan, S., Kosturko, L., McQuiggan, J., & Sabourin, J. (2015). Mobile learning: a handbook for developers, educators, and learners. Hoboken, New Jersey: John Wiley & Sons, Inc. Moreno Pires, S., Nicolau, M., Mapar, M., Ferreira Dias, M., Horta, D., Bacelar Nicolau, P., Caeiro, S., Patrizi, N., Pulselli, F.M., Galli, A. & Malandrakis, G. (2020) How to Integrate Sustainability Teaching and Learning in Higher Education Institutions? From Context to Action for transformation towards SDGs implementation: A Literature Review. UA Editora (60 pp.). https://doi.org/10.34624/6gq8-9480. Prentzas, J. (2016). Digital stories and their integration in early childhood and primary education: Teaching scenarios and practical ideas. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0-85026515493&partnerID=40&md5=4d786f722d880f4f96959bcad3dac41e Schaal, S., & Lude, A. (2015). Using mobile devices in environmental education and education for sustainable development-comparing theory and practice in a nation wide survey. Sustainability (Switzerland), 7(8), 10153–10170. https://doi.org/10.3390/su70810153 Sellmann, D., Liefländer, A. K., & Bogner, F. X. (2015). Concept maps in the classroom: A new approach to reveal students’ conceptual change. Journal of Educational Research, 108(3), 250–257. https://doi.org/10.1080/00220671.2014.896315 Wolfe, C. R. (2017). Seeing the better city: How to explore, observe, and improve urban space. https://doi.org/10.5822/978-1-61091-776-6
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