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EdTech and the Environment

2026-03-23Artigo científico Acesso aberto
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dc.contributor.authorJandrić, Petar
dc.contributor.authorKnox, Jeremy
dc.contributor.authorRapanta, Chrysi
dc.contributor.authorHayes, Sarah
dc.contributor.authorKostakis, Vasilis
dc.contributor.authorTolbert, Sara
dc.contributor.authorMisiaszek, Greg William
dc.contributor.authorLee, Kyungmee
dc.contributor.institutionSecção Autónoma de Educação e Formação Geral
dc.contributor.institutionInstituto de Filosofia da NOVA (IFILNOVA)
dc.contributor.pblSpringer International Publishing AG
dc.date.accessioned2026-05-27T09:05:01Z
dc.date.available2026-05-27T09:05:01Z
dc.date.issued2026-03-23
dc.descriptionUID/00183/2025 https://doi.org/10.54499/UID/00183/2025
dc.description.abstractThe global EdTech market, valued at nearly USD 250 billion, generates not only revenue but substantial ecological and planetary costs that the EdTech scholarly community has insufficiently examined. This article argues that those working in and around EdTech bear a moral responsibility to move beyond (non)performative engagement with sustainable development goals toward serious, structural inquiry into the environmental impacts of EdTech. Drawing on a postdigital transdisciplinary framework, we identify key scholarly fields and approaches—Critical EdTech Studies, AI and education research, postdigital-biodigital approaches, Education for Sustainable Development, degrowth theory, ecopedagogy, and studies of unequal planetary conditions—and examine their respective contributions to understanding relationships between EdTech and the environment. We outline an open research program grounded in ontological, epistemological, ethical, political, pedagogical, positional, and community commitments that resist technological solutionism and growth-dependent development models. Rather than offering definitive answers, this paper extends an invitation to transdisciplinary collaboration, recognising that planetary challenges require planetary responses from a coalition of scholars willing to work across—and beyond—disciplinary boundaries.</jats:p>en
dc.description.versionpublishersversion
dc.description.versionepub_ahead_of_print
dc.format.extent32
dc.format.extent832701
dc.identifier.doi10.1007/s42438-026-00635-7
dc.identifier.issn2524-485X
dc.identifier.otherPURE: 158414139
dc.identifier.otherPURE UUID: f340d4f3-4f9d-46b9-a6c8-b37c60395b69
dc.identifier.otherORCID: /0000-0002-9424-3286/work/209484465
dc.identifier.otherScopus: 105034307678
dc.identifier.urihttp://hdl.handle.net/10362/203455
dc.identifier.urlhttps://www.scopus.com/pages/publications/105034307678
dc.identifier.urlhttps://link.springer.com/article/10.1007/s42438-026-00635-7
dc.language.isoeng
dc.peerreviewedyes
dc.relationinfo:eu-repo/grantAgreement/FCT/Avaliação UID 2023%2F2024/UID%2F00183%2F2025/PT
dc.subjectEdTech
dc.subjectEnvironment
dc.subjectAI
dc.subjectPostdigital
dc.subjectBiodigital
dc.subjectFreirean ecopedagogies
dc.subjectScience Education
dc.subjectDegrowth
dc.subjectEducation for Sustainable Development
dc.subjectESD
dc.subjectEducation
dc.subjectArts and Humanities (miscellaneous)
dc.subjectSocial Sciences (miscellaneous)
dc.titleEdTech and the Environmenten
dc.title.subtitleA Research Programen
dc.typejournal article
degois.publication.firstPage1
degois.publication.lastPage32
degois.publication.titlePostdigital Science and Education
dspace.entity.typePublication
rcaap.rightsopenAccess

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