Building a Sustainable Future of Education

Abstract

The digitalization of European universities’ tool infrastructure has transformed how institutions operate and deliver education to students, from sharing content on learning management systems to hosting lectures on video-conferencing platforms. However, despite many new benefits of digital education technologies (DETs) and their contribution to reaching the United Nations Sustainable Development Goal 4 targets for Quality Education, it also comes with new challenges like user privacy, environmental impacts, and shifting power dynamics between institutions and service providers. Additionally, concerns have been raised regarding the responsible development and longevity of the university’s digital infrastructure given the recent rapid digitalization trend and how new DETs are selected.

Sustainability assessment can be a useful model to evaluate an institution’s DET selection process as it provides a holistic evaluation through a multidimensional perspective to develop a more responsible and future-proof approach to digital education infrastructure. However, a multidimensional sustainability analysis has not been applied in the context of DET selection. Therefore, it is unclear to decision-makers what sustainable DET looks like and what role sustainability plays in the DET selection process. This study addressed this gap by answering the following question: How are European higher education institutions incorporating sustainability into selecting digital education technologies?

The sustainability dimensions of DETs were formulated by conducting a literature review of contemporary models, encompassing the environmental, social, and technological aspects. A more sustainable DET increases the positive impact along each of these dimensions. An environmentally sustain- able DET preserves and protects natural resources by reducing the environmental impact through its hardware and software. A socially sustainable DET increases equal access to education for all learners, regardless of socioeconomic status, disabilities, or geographic location while preserving individual privacy. A technologically sustainable DET is long-lasting, possesses the necessary functionalities, and balances a tool’s simplicity, openness, and ownership. While most sustainability models include the economic dimension, due to the university’s non-profit nature and the common prioritization of economic factors above other criteria in decision-making, this study excluded the economic dimension to examine the other dimensions more closely. Furthermore, the pedagogical dimension was omitted due to its sustainability considerations typically arising after the implementation of a DET, rather than during its selection stage and therefore is beyond the scope of this research.

Four key actors involved in the DET selection process were identified through an actor analysis. These include the university’s Head of IT who oversees the institution’s infrastructure system and their IT tool specialists who provide technical expertise, service providers whose products comprise the DET market, and education associations who help universities procure DETs. Ten semi-structured interviews were conducted with European university Heads of IT to gather data on the current DET selection process and the challenges institutions face when incorporating sustainability into DET selection.

The sustainability dimensions were used in conjunction with grounded theory open and axial coding analysis to evaluate the sustainability of current DET selection processes. The results showed that decision-makers predominantly utilize the EU-regulated tendering process to select DETs, which comprises minimal sustainability criteria while assigning significant importance to the economic factor (i.e., DET price). Additionally, interviewees shared they prioritize social and technological sustainability, specifically the privacy, data security, and functionality of DETs over other sustainability criteria. On the other hand, environmental sustainability is underrepresented in DET selection criteria. This is primarily due to the lack of available data and initiatives collecting DET environmental impact metrics, making it difficult for decision-makers to create relevant requirements and kickout criteria to compare DET options based on environmental sustainability. Finally, the analysis illustrated the three most common challenges that hinder sustainable DET selection are the limited financial and human resources, the insignificant or lack of sustainability criterion weighting, and the long and inflexible tender process.

Overall, this study contributes to filling the knowledge gap in understanding the sustainability of current European universities’ DET selection process and highlights key challenges decision-makers and researchers should focus on to improve the sustainability of digital education technologies. Future research can build on this work by expanding the scope beyond Northwestern European institutions, interviewing other decision-maker actors, and developing a standardized selection process for sustainable DET selection.

Additionally, recommendations were made to the four actor groups as well as general advice for universities to increase DET sustainability. The Head of IT should prioritize the environmental aspect in DET criteria and collaborate with service providers to address environmental impact metrics. They should also encourage the development of new tools by teachers and students. The IT tool specialist should engage in co-development with service providers for better tool support and to ensure a secure and functional digital infrastructure. Service providers need to align their products with sustainability criteria, propose pilot projects to universities, and share environmental impact metrics with relevant stakeholders. Education associations should organize collective efforts to enhance the sustainability of the DET tendering process and offer streamlined services like joint procurement and model contracts to simplify the selection process. Universities could transition to renewable energy to reduce DET’s carbon footprint, implement e-waste recycling and disposal programs, and support research into sustainable DET.