Transversal Transitions in Sustainable Education: First Evidence from the Susedi Project - Route to Transformation of Educational Institutions through a Holistic Approach to Sustainability
One of the main challenges for such a research-action pathway is the ongoing digital transformation, which occurs sometimes accompanying, sometimes standing in the way of the social change induced by the affirmation of sustainable education. In fact, according to the Whole Institution Approach adopted in the project, educational institutions of all levels and types play a threefold role in the process of realizing a sustainable future: a) social: developing the awareness and culture of sustainability in the community and collaborating with it to achieve the goals of sustainable development; b) pedagogical: developing sustainability competencies in students, educators, and all stakeholders through the integration of these competencies into the curricula and experimentation with innovative training and learning techniques; c) organizational: by making their operations and structures sustainable, IEs become “role-playing institutions,” contributing to sustainability in general by providing a coherent learning environment and becoming living models of sustainability practices for students.
Early research findings show, therefore, how the newest technologies applied to education offer immense potential for sustainability, but careful planning, ethical considerations, and ongoing teacher development are essential for its successful integration. In particular, it will emphasize how the transformative force in education, impacting learning experiences, administrative tasks, and personalized feedback of the newest technologies improves collaborative teacher-student learning, intelligent tutoring systems, automated assessment, personalized learning and, so learning outcomes, efficiency, and global access to quality education.