Technological and Sustainable Security: A Longitudinal Study on Teacher Training

Abstract

This study examines future teachers’ self-perception regarding competences related to the environmental impact of digital technologies. The sample includes 1948 participants (235 men and 1713 women) selected through incidental sampling from the Faculty of Education Sciences at the University of Seville. The validated instrument used was the Teacher’s Digital Competence and Eco-responsible Use of Technology Scale. Results indicated that the participants had received less than optimal training and had limited knowledge about technologies and their environmental impact. The study concludes that it is necessary to establish training on the development of environmental competences and their link to educational technologies, starting from the institution, with the aim of guaranteeing the achievement of the Sustainable Development Goals (SDGs).

Keywords:

• Digital competence
• education for sustainable development
• green ICT
• digital security
• teacher training

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Ministerio de Economía y Competitividad [RTI 2018-097214-B-C31].