One of the most visible side-effects of Asia’s rapid growth has been environmental damage. Recent climate-related disasters in the region show that Asian policy makers must act now to protect their citizens and mitigate and reverse the impacts of climate change to secure sustainable growth for the future. A way to confront these challenges is through education for sustainability enabled by ICTs (ICTeEfS). Both ICT and EfS are high on the education reform agenda in the PCs (Indonesia, Malaysia & Vietnam). Yet in practice, the use of ICT for teaching practice and EfS is limited at best. The three PCs are also among the Asian countries, whose teaching force needs training to address the challenges posed by ICTs, and environmental threats. Our needs analysis indicated that ICT teacher training programs in the PCs often focus on the mechanics of ICT use rather than on ways to design curricular applications that would help bring about changes in the teaching and learning process for sustainability. Another area of concern is the lack of induction programs to new-inexperienced teachers after joining schools. The proposed project focuses on education, that is nationally and regionally prioritized in the Asian region. More specifically, it focuses on building teachers', teacher educators' and other school leaders' capacity in innovative teaching, learning and curriculum design by introducing and developing flexible training modalities, problem-posing and problem-based learning pedagogies. ICT-enabled in-service teacher training in advancing EfS will result in filling the current gap between school knowledge and real-life problems. There will be a shift from teacher-centered to student-centered instructional/learning, responding to the PCs educational reform initiatives. Merging ICTs with EfS will enable target groups to see technology as a tool that can empower them to address real-life problems related to environment, society and economy in the PCs and the region.
Support the development of the faculties of education in partner universities to align curriculum, teaching, learning and research with the area of education for sustainability. Implement an efficient, decentralised and wide ICT-enabled in-service teachers training program on education for sustainability. Develop innovative teaching, learning and curriculum materials and a Euro-Asian Network of ICT-enabled Education for Sustainability to strengthen regional and global cooperation.
Indonesia, Malaysia and Vietnam are among the Asian countries, whose teaching force needs the training to address the challenges posed by ICTs, climate change and other environmental threats. Teacher educators and consequently preservice and in-service teachers were lacking the pedagogical skills to respond to this challenging issue and pedagogical innovation. The ICTeEfS project responded to these needs and challenges through an accelerated capacity-building intervention.
<< Background >> Indonesia, Malaysia and Vietnam are among the Asian countries, whose teaching force needs the training to address the challenges posed by ICTs, climate change and other environmental threats. Teacher educators and consequently preservice and in-service teachers were lacking the pedagogical skills to respond to this challenging issue and pedagogical innovation. The ICTeEfS project responded to these needs and challenges through an accelerated capacity-building intervention. << Objectives >> Support the development of the faculties of education in partner universities to align curriculum, teaching, learning and research with the area of education for sustainability. Implement an efficient, decentralised and wide ICT-enabled in-service teachers training program on education for sustainability. Develop innovative teaching, learning and curriculum materials and a Euro-Asian Network of ICT-enabled Education for Sustainability to strengthen regional and global cooperation. << Implementation >> The ICTeEfS project involved : 1) a SWOT Analysis and surveys to identify needs, barriers and drivers. 2) develop a competency framework of knowledge, skills, and attributes, and 3) based on it implement an accelerated/cascading model for capacity building to infuse sustainability and SDGs in course curricula. Throughout this process, concrete measures were taken for monitoring and quality assurance, both internally and externally as well as for dissemination and sustainability in the long-term. << Results >> ICTeEfS standards and competences framework; Training materials/modules/methodologies compiled in a multilingual e-toolkit; 7 ICT Labs; 72 courses revised in multiple subjects infused with SDGs attended by 90897 students; 103 teacher trainers, 1451 ICT coordinators, & 910 other teachers trained; 727 digital lesson plans developed,; 99 administrative staff and 158 community members involved; a Euro-Asian Network of ICT-enabled Education for Sustainability; 62 joint publications/good practices.