ICT-Enabled Education for Sustainability Justice in South East Asian Universities

Abstract

This study aims to investigate the role of Information and Communication Technologies-enabled Education for Sustainability (ICTeEfS), critical reflection, and transformative teaching and learning beliefs in predicting students’ attitudes about seeking sustainability justice. A total of 1497 students from seven universities in Indonesia (374), Malaysia (426), and Vietnam (697) trialed four new scales measuring (a) knowledge of merging ICT with education for sustainability, (b) critical reflective practice, (c) sustainability justice attitudes, and (d) transformative teaching and learning beliefs. The findings show that the four scales are reliable and could be used in other research on education for sustainability. Differences were observed for gender, year of study, subject of study, ICT skills, and knowledge of education for sustainability. Regression analysis highlighted that sustainability justice is a multidimensional concept composed of several constructs with a specific reference to critical reflection, transformative teaching and learning beliefs. The implications for education, practice and further research are discussed.