THE ROLE OF LEARNING TECHNOLOGIES IN FOSTERING SUSTAINABILITY AWARENESS AMONG PRIMARY SCHOOL LEARNERS IN RURAL PAKISTAN

Abstract

Learning technologies can foster sustainable development capabilities in primary school children in remote rural areas of Pakistan. This study aims to seek ways on how different technologies like interactive boards can help the students become more active and interested in the problems of the environment. Problem-Based Learning (PBL) methodology and advocacy perspectives like Children as Agents of Social Change (CASC) provide the basis for allowing interactions from the learners, where the learners depend on positively impacting the respective context. To this end, the proper use of these technologies depends on the active role of the community and the teachers' training based on the environmental education models. Suppose environmental sustainability principles are incorporated within the curriculum and equip learners with Information and communication technology. In that case, it is imperative that the learners will no longer be passive spectators but will be active participants in solving climate change injustices. The conclusions show that creating the solutions has to change the perception of investing more in digital communication and networks to create environmental citizens for both the global and local comunities.