Page 6 - NYY Muscat Call 2022 April 24

Technology in education meets with unique dilemmas. Then there is the question of – how
can sustainability be embedded in teaching and learning to create a generational change?

Teaching sustainability is yet to be adequately embedded in the education system as a subject,

both from an early age and by way of offering opportunities for specialisation.

Engaging in digital communication, updating, and designing content, as well as embedding

interactivity, are key elements where children are the most receptive, and grown-ups do best
assuming a learning stance. They may learn as well to navigate social relations and

communicate outside the classroom. All this forms part of the toolbox essential to the training
of future citizens aspiring to achieve sustainability. Yet, none of this is granted much space in

the high halls of education. Teachers’ training to this effect is next to non-existent.

Teachers everywhere need access to training and to be able to possess the necessary resources

to integrate educational models based on sustainability into their classrooms. They must also

be a role model for students as eco-responsible teachers who know how to listen as well as to
speak. Training that is responsive to the need of sustainable development can change the way

people think and contribute to developing attitudes that encourage the building of a fairer,

healthier, and more prosperous world.

Teachers should build self-perception of themselves as agents of change and direct their
academic leadership towards this issue. Teachers’ roles are essential to develop students’

competence as well as maturity. To meet the objectives of the different spheres of action, not

only is it necessary to make creative, critical, and safe use of technologies, but also to learn
about their eco-responsible usage. The latter requires acknowledging the impact of

technologies on the environment and establishing measures to minimize that impact. It also
requires promoting an experimental and collaborative training model. Approaches that are

merely theoretical should be dismissed and those based on applied knowledge be adopted.

Teacher profiles should draw on competence as well as moral compass, such as caring,
selfless, resilient, reliable and inspiring”. The role of teachers takes pride from awareness of

their responsibility and power to improve education and society through sustainable

5
education and fostering of eco-awareness.

5
Builds on the statements by Dr. Ajay Shukla, World Class Scholars, the UAE, opening session, October 17,
2022.

www.waterandhumanity.com 6