A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings: Applied Technology, Transmedia, and Digital Storytelling

A Conceptual Reference Framework for Sustainability Education in Multilingual and Cross-Cultural Settings: Applied Technology, Transmedia, and Digital Storytelling

M. Dolores Ramírez-Verdugo (Universidad Autónoma de Madrid, Spain) and Alfonso García de la Vega (Universidad Autónoma de Madrid, Spain)
DOI: 10.4018/978-1-5225-5463-9.ch013

Abstract

This chapter focuses on the area of education for sustainable development (henceforth, ESD) and presents an overview on the design and initial development of a funded research project called ©ESDIGITHAL, an international network on education. One of the aims of this project is to create a conceptual reference framework to explore the use of technology enhanced content and language integrated teaching and learning as a methodological approach for ESD. The chapter discusses some of the main field challenges identified by UNESCO and explores the use of applied technology, transmedia, and digital storytelling to examine their impact in bilingual education and in cross-cultural multilingual settings. With an emphasis on creativity, critical thinking, and innovation, this network is committed to enrich the quality of higher education and teacher training to guarantee citizens' social, economic, and cultural development.
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Background

In an interdependent world where knowledge and innovation are major drivers of development, good quality education and learning are becoming even more important determinants of the well-being of individuals, the progress of countries and the quality of humanity’s common future. The opportunities offered by developments such as applied technology and the knowledge revolution, increasing capacity for innovation and closer global cooperation for overcoming obstacles to progress have never been greater. One of the educational areas involved in this chapter is related to education for sustainability which for decades provided the main reference for environmental education. Since the early 1990s, international organisms, academic societies and field experts have generated concepts and ideas on the environment that constitute the current compromise and sensitivity towards the knowledge and vulnerability of nature. Environmental education has promoted the understanding of the interrelationships and interdependence among living beings and between them and nature. The concept of sustainability has its origin in this social concern to find a balance between current and future demands and the capacity to protect life on earth and preserve natural resources.

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