Digital technologies in environmental education: Implications for teacher education and professional development

Abstract

This study comprehensively analyzes the relationship between information and communication technologies (ICT) and environmental education (EE) to uncover prevalent themes and research gaps. The preferred reporting items for systematic reviews and meta-analyses protocol guided the selection of relevant documents, employing a hermeneutic framework for analysis. The Scopus database was used for the search, covering the publication period from 2001 to 2024. The following search criteria were used (TITLE-ABS-KEY (ict) AND TITLE-ABS-KEY (“ENVIRONMENTAL EDUCATION”)) filtering by document type and selecting articles published in journals, conference proceedings, and systematic reviews. 59 documents were identified, of which 33 met the eligibility and inclusion criteria. Findings indicate that ICTs increasingly serve as mediators of environmental learning, enhancing experiential learning through active methodologies like gamification and augmented reality. Key factors include teacher training in technological skills, improved student motivation and critical thinking, and the adaptation of digital tools to diverse educational contexts. However, barriers persist, including inadequate infrastructure, insufficient teacher preparation, and the tension between digital engagement and direct interaction with nature. The conclusion highlights that effective ICT integration in education necessitates ongoing teacher training and the formulation of new research avenues that consider contextual factors.