Investigating student teachers’ responses to including sustainable development as part of their professional digital competence development

References

• Ala-Mutka, K. (2011). Mapping digital competence: Towards a conceptual understanding. Publications Office of the European Union.
   Google Scholar
• Barnes, M., Almeida, S. C., & Moore, D. (2017, April–May). Sustainability sidelined: A study of Education for Sustainability (EfS) policy implementation in Australian schools. Paper presented at the American Educational Research Association Annual Meeting, Washington, DC.
   Google Scholar
• Bawden, D. (2001). Information and digital literacies: A review of concepts. Journal of Documentation, 57(2), 218–259. https://doi.org/10.1108/EUM0000000007083
   Web of Science ®Google Scholar
• Benn, J. (2004). Consumer education between ‘consumership’ and citizenship: Experiences from studies of young people. International Journal of Consumer Studies, 28(2), 108–116. https://doi.org/10.1111/j.1470-6431.2003.00364.x
   Google Scholar
• Billig, M. (1999). Commodity fetishism and repression: Reflections on Marx, Freud and the psychology of consumer capitalism. Theory & Psychology, 9(3), 313–329. https://doi.org/10.1177/0959354399093003
   Web of Science ®Google Scholar
• Boler, M. (2004). Feeling power: Emotions and education. Routledge.
   Google Scholar
• Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
   Google Scholar
• Brennan, M., & Widdop Quinton, H. (2020). An ethical re-framing of curriculum for sustainability education. Curriculum Perspectives, 40(1), 105–110. https://doi.org/10.1007/s41297-019-00095-z
   Google Scholar
• Emejulu, A., & McGregor, C. (2019). Towards a radical digital citizenship in digital education. Critical Studies in Education, 60(1), 131–147. https://doi.org/10.1080/17508487.2016.1234494
   Web of Science ®Google Scholar
• Engen, B. K., Giæver, T. H., & Mifsud, L. (2018). Wearable technologies in the k-12 classroom: Cross-disciplinary possibilities and privacy pitfalls. Journal of Interactive Learning Research, 29(3), 323–341. http://bit.ly/2Yx0aSb
   Google Scholar
• Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office of the European Union.
   Google Scholar
• Gough, A. (2006). Sustainable schools in the UN decade of education for sustainable development: Meeting the challenge? Southern African Journal of Environmental Education, 23, 48–63. https://www.ajol.info/index.php/sajee/article/view/122724
   Google Scholar
• Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
   Web of Science ®Google Scholar
• Hatlevik, O. E., Ottestad, G., & Throndsen, I. (2015). Predictors of digital competence in 7th grade: A multilevel analysis. Journal of Computer Assisted Learning, 31(3), 220–231. https://doi.org/10.1111/jcal.12065
   Web of Science ®Google Scholar
• Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Report prepared by the Australian Research Institute in Education for Sustainability (ARIES) for the Department of the Environment and Heritage. Macquarie University, ARIES.
   Google Scholar
• Hornborg, A. (2009). Zero-sum world: Challenges in conceptualizing environmental load displacement and ecologically unequal exchange in the world-system. International Journal of Comparative Sociology, 50(3–4), 237–262. https://doi.org/10.1177/0020715209105141
   Web of Science ®Google Scholar
• Knutsson, B. (2018). Green machines? Destabilizing discourse in technology education for sustainable development. Critical Education, 9(3), 1–18. http://ojs.library.ubc.ca/index.php/criticaled/article/view/186283
   Web of Science ®Google Scholar
• Krumsvik, R. J. (2014). Teacher educators’ digital competence. Scandinavian Journal of Educational Research, 58(3), 269–280. https://doi.org/10.1080/00313831.2012.726273
   Web of Science ®Google Scholar
• Kuzich, S. (2011). It’s not only green that matters: Understanding education for sustainability in schools. International Journal of Environmental, Cultural, Economic and Social Sustainability, 7(3), 27–36. https://doi.org/10.18848/1832-2077/CGP/v07i03/54315
   Google Scholar
• McDonagh, A., Camilleri, P., Engen, B. K., & McGarr, O. (2021). Introducing the PEAT model to frame professional digital competence in teacher education. Nordic Journal of Comparative and International Education (NJCIE), 5(3), 5–17. https://doi.org/10.7577/njcie.4226
   Google Scholar
• McGarr, O., & McDonagh, A. (2019). Digital competence in teacher education. Output 1 of the Erasmus + funded developing student teachers’ digital competence (DICTE) project. https://dicte.oslomet.no/
   Google Scholar
• McGregor, S. (2005). Sustainable consumer empowerment through critical consumer education: A typology of consumer education approaches. International Journal of Consumer Studies, 29(5), 437–447. https://doi.org/10.1111/j.1470-6431.2005.00467.x
   Google Scholar
• Moltó Egea, O. (2014). Neoliberalism, education and the integration of ICT in schools. A critical reading. Technology, Pedagogy & Education, 23(2), 267–283. https://doi.org/10.1080/1475939X.2013.810168
   Web of Science ®Google Scholar
• Ó Gallchóir, C., O’Flaherty, J., & Hinchion, C. (2018). Identity development: What I notice about myself as a teacher. European Journal of Teacher Education, 41(2), 138–156. https://doi.org/10.1080/02619768.2017.1416087
   Web of Science ®Google Scholar
• Pihkala, P. (2017). Environmental education after sustainability: Hope in the midst of tragedy. Global Discourse, 7(1), 109–127. https://doi.org/10.1080/23269995.2017.1300412
   Google Scholar
• Selwyn, N. (2016). Minding our language: Why education and technology is full of bullshit … and what might be done about it. Learning, Media and Technology, 41(3), 437–443. https://doi.org/10.1080/17439884.2015.1012523
   Web of Science ®Google Scholar
• St Clair, A. L. (2006). Global poverty: Development ethics meets global justice. Globalizations, 3(2), 139–158. https://doi.org/10.1080/14747730600702840
   Google Scholar
• Sund, L., & Pashby, K. (2018). ‘Is it that we do not want them to have washing machines?’: Ethical global issues pedagogy in Swedish classrooms. Sustainability, 10(10), 3552. https://doi.org/10.3390/su10103552
   Web of Science ®Google Scholar
• Van Laar, E., Van Deursen, A. J., Van Dijk, J. A., & De Haan, J. (2017). The relation between 21st-century skills and digital skills: A systematic literature review. Computers in Human Behavior, 72, 577–588. https://doi.org/10.1016/j.chb.2017.03.010
   Web of Science ®Google Scholar
• Veintie, T., & Hohenthal, J. (2021). Education. In C. P. Krieg & R. Toivanen (Eds.), Situating sustainability: A handbook of contexts and concepts (pp. 63–78). Helsinki University Press. https://doi.org/10.33134/HUP-14-5
   Google Scholar
• Voogt, J., Erstad, O., De de, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413. https://doi.org/10.1111/jcal.12029
   Web of Science ®Google Scholar
• Vukelić, N., & Rončević, N. (2021). Student teachers’ sustainable behavior. Education Sciences, 11(12), 789. https://doi.org/10.3390/educsci11120789
   Web of Science ®Google Scholar
• Vuorikari, R., Punie, Y., Gomez, S. C., & Van Den Brande, G. (2016). DigComp 2.0: The digital competence framework for citizens. Update phase 1: The conceptual reference model (no. JRC101254). Joint Research Centre (Seville).
   Google Scholar
• Wals, A. E. J., & Kieft, G. (2010). Education for Sustainable Development: Research overview. (Sida Review/Swedish International Development Cooperation Agency; No. 2010: 13). Sida. https://edepot.wur.nl/161396
   Google Scholar
• Wiederhold, M., & Martinez, L. F. (2018). Ethical consumer behaviour in Germany: The attitude‐behaviour gap in the green apparel industry. International Journal of Consumer Studies, 42(4), 419–429. https://doi.org/10.1111/ijcs.12435
   Web of Science ®Google Scholar
• Williamson, B., Macgilchrist, F., & Potter, J. (2021). Covid-19 controversies and critical research in digital education. Learning, Media and Technology, 46(2), 117–127. https://doi.org/10.1080/17439884.2021.1922437
   Web of Science ®Google Scholar