ICT Education for Sustainable Development: Saudi Institutions of Higher Learning, the Case of Effat University (original) (raw)

The Significance of Digital Learning for Sustainable Development in the Post-COVID19 World in Saudi Arabia’s Higher Education Institutions

Sustainability

Saudi Arabia, like other countries, has established several strategies and initiatives to support the 17 Sustainable Development Goals (SDGs). Saudi Arabia’s 2030 Vision recognizes the technological dimension of the SDGs. Furthermore, higher education institutes are an essential component of Saudi Arabia’s sustainable development goals, and the government is eager to adopt sustainability measures in universities in this regard. Saudi universities have implemented significant e-learning and digital transformation projects aimed at long-term development. During the COVID-19 pandemic, Saudi universities discontinued traditional face-to-face classes in favor of online learning. The rate of use of online education has been extraordinary and overwhelming. Given this background, this paper aims to study the impact of digital learning on sustainable development in the higher education institutions of Saudi Arabia post COVID-19 by highlighting the educational processes followed during the pa...

The Role of Information and Communication Technology (ICT) and Higher Education in Sustainable Development

Journal of communication, 2014

The present study examined the role of information and communication technology (ICT) and higher education in sustainable development in Nigeria; it aimed at understanding the need for ICT and higher education in sustainable development, and understanding how ICT and higher education enhance sustainability. Three research questions were asked and answered. Structured questionnaire which was divided into three sections to answer the three research questions were validated and used with the reliability coefficient of r=0.87. The study adopted a descriptive survey research design to investigate the role of ICT and higher education in sustainable development. One hundred and thirty-one lecturers (N=131) were randomly selected from different universities. The results showed that all the indicators mentioned were said to be significant in sustainable development.

Sustainable Development at Saudi Arabian Universities: An Overview of Institutional Frameworks

Sustainability, 2020

For the past three decades, sustainable development (SD) at higher education institutions (HEIs) has been receiving increasing global attention based on the recognition of their vital roles in fostering sustainability teaching and practices on their campuses and influencing the larger society to embrace sustainable behaviors. As one of its key dimensions, an institutional framework is a fundamental step and indicator of commitment to advancing SD at universities. However, some universities, especially in the countries of the Global South, are either missing this dimension or have inefficient institutional frameworks due to the lack of standard practice or guidance. This study assesses the extent of establishing an institutional framework for SD in Saudi Arabian universities (n = 44). Data were from a desk study and a survey of university websites and analyzed using content analysis and descriptive statistics. The study found that 72.7% of the universities have shown a commitment to campus sustainability by having sustainability visions; 52.3% have established a dedicated office for SD governance, 68.2% are involved in community outreach and 63.6% collaborate with external agencies in SD efforts. Although there is no evidence of specific campus sustainability plans in the universities, 45.5% of them have SD coverage in their campus development plans or strategic plans. Sustainability assessment and reporting are generally lacking. The findings can improve our understanding of the extent of the commitment of the universities to SD and how they communicate their SD efforts through their websites, which can foster engagement in campus sustainability. The study concludes that a sound institutional framework is vital to implementing SD at universities.

Sustainable Development in Developing Societies: The Place of ICT-driven Computer Education

International Journal of Emerging Technologies in Learning (iJET)

Computer Science Education (CSE) is a field of study in the 21st century that cannot be ignored by any nation in search of rapid integrated development. When driven by Information and Communications Technology (ICT) tools, the field could become a live wire for national socio-economic development with the capacity to transform and sustain same. This paper follows a qualitative approach in examining the relevance of an ICT-driven CSE in sustainable development and advocates for a proper entrenchment of ICT-based pedagogy in the existing curriculum in tertiary institutions for better learning experience and quality education delivery for development. The various areas in which CSE and ICT are applied for sustainable development are appropriately discussed. Also discussed are the challenges and barriers to the deployment of ICT solutions towards the realization of sustainable development goals (SDG) in higher education and technology development. It concludes by reiterating a paradigm ...

Role of ICT in sustainable development

2022

The Sustainable Development Goals (SDGs) are a set of worldwide aims for economic, social, and environmental development. The United Nations (UN) launched a campaign in 2015 to encourage most member nations to recognise the important role businesses play in accomplishing such goals; among such enterprises are those in the ICT sector. The use of information and communication technologies (ICT) to benefit the environment has encouraged sustainable education, which has helped students become more responsible and aware. To create more sustainable education, management institutions must embrace ethics to ensure long-term development.The goal of this magazine is to examine the various ways in which the ICT sector has contributed to the achievement of these SDGs in education. In addition, the characteristics of ICT in education are discussed, as well as their relationship to sustainable development and education.

Education for Sustainable Development and Ict: The Case of MDP Program at Al-Farabi Kaznu

Herald of Journalism (Kazakhstan), 2020

Many universities from around the world-including in Kazakhstan-work on incorporating the Sustainable Development Goals (SDGs) into educational programs and the educational process as part of developing a new approach in adapting curricular and entire educational modules to realities of the modern economy, green development and global cooperation on Agenda 2030. The SDGs provide a new framework for organizing the learning process in higher education and moving it closer to both labour market needs and green economy demands. There are different views and approaches in dealing with new SDG-related educational agendas. The purpose of this article is to analyses the changing approaches to organizing the educational process and incorporating the SDG agenda into curricula, using the example of Kazakhstan. First, it assesses the theoretical aspects of incorporating an SDG agenda into the educational process by looking at how the Theory of Change has affected the formulation of the concept ...

Role of ICT in sustainable development Preeti

IJRRA, 2022

The Sustainable Development Goals (SDGs) are a set of worldwide aims for economic, social, and environmental development. The United Nations (UN) launched a campaign in 2015 to encourage most member nations to recognise the important role businesses play in accomplishing such goals; among such enterprises are those in the ICT sector. The use of information and communication technologies (ICT) to benefit the environment has encouraged sustainable education, which has helped students become more responsible and aware. To create more sustainable education, management institutions must embrace ethics to ensure long-term development.The goal of this magazine is to examine the various ways in which the ICT sector has contributed to the achievement of these SDGs in education. In addition, the characteristics of ICT in education are discussed, as well as their relationship to sustainable development and education.

Impact of Information Technology and Communications (ITC) on the sustainable Development From the Point of View of the Faculty members In The Jordanian Universities

European Journal of Business and social science, 2015

The aim of the study is to know the Information Technology and Communications (ITC) on the sustainable development in Jordan from the point of view of the faculty members in Jordan from the point of view of the faculty members in the Jordanian universities. For the purpose to achieve the study goal, a questionnaire has been designed and consisted of (39) items distributed to (8) fields. After confirming the questionnaire’s validity and reliability it has been distributed to the study sample which consisted of (137) of the faculty members working in the public universities (University of Jordan and Yarmouk University), and the private universities (Jadara and Jarash), After collecting data and performing the relevant statistical treatment, results showed the positive impact of Information Technology and Communications (ITC) (The Internet and social networks communications) on the sustainable development in Jordan. In the light of the results, a set of recommendations has been suggest...

Role of Education, Training, and E-Learning in Sustainable Employment Generation and Social Empowerment in Saudi Arabia

Sustainability, 2022

This study analyzes the role of education, training, and e-learning (ETL) in empowering Saudi society, leading to sustainable employment generation in Saudi Arabia. It applies the theory of constructivism, scoping to human aspects of teaching and learning in sustainable employment generation and social empowerment. The study primarily collects the existing variable pools from the available literature on education (EDU), training (TRA), e-learning (ELRN), government policies (GPOL), national culture (NCUL), sustainable employment generation (SUEG), and social empowerment (SEMP). The study performs second-order partial least squares structural equation modeling (PLS-SEM) with moderation analysis. The study aims to obtain the combined effect of ETL on SUEG and SEMP in the presence of GPOL and NCUL in Saudi Arabia. Primarily, the results of the path diagram show that ETL has a significant direct impact on SEMP and SUEG. Secondly, the moderation analysis results show that GPOL has been a significant moderator between ETL and SUEG and ETL and SEMP. In contrast, the analysis results show that the NCUL is not a significant moderator between ETL and SUEG, or between ETL and SEMP. Additionally, the moderation analysis results show that NCUL directly impacts SEMP. In contrast, it does not show a significant direct relationship with SUEG. In the article, the theory of constructivism emphasizes the learners’ active role in constructing knowledge, which is significant for both individuals and society, and the validity of constructed knowledge and its realistic representation in the real world. The practical implementation of the education and e-learning approach of constructivism will help to bridge the gap between the skilled workforce in Saudi Arabia and the rest of the world. Moreover, the students, as learners, will be able to assert their experiences by connecting with the outside world, constructing a sustainable society, leading to sustainable employment generation and social empowerment in Saudi Arabia. The study also has a broad scope for higher educational institutions, training centers, and organizations in Saudi Arabia and the rest of the world.