Abstract
This article analyses three of the Sustainable Development Goals (SDGs) gathered by the 2030 Agenda and adopted by the United Nations, and how online educational models may help to reach these goals. Specifically, the three goals discussed through this article are: (i) Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Goal 4); (ii) reduce inequality within and among countries (Goal 10); and (iii) take urgent action to combat climate change and its impacts (Goal 13). This work delves fundamentally into aspects related to online engineering education, such as the impact of the carbon footprint in online education, the reduction of geographical barriers and the social gap, and the complete online accessibility to the educational environment. Finally, this article presents the case of the International University of La Rioja with its 100% online methodology, and approximately 42,000 students distributed throughout the world. This institution is supported by tools that facilitate engineering training for people with reduced mobility and who are geographically dispersed, reducing the carbon footprint through remote training.
Highlights
Towards the 1970s, governments around the world became fully aware of the need to address economic growth from a sustainable and inclusive point of view, necessarily linked to a full social and environmental development
Sustainability 2019, 11, 5580 model provides students with teaching-learning experiences theoretical, and applicable to laboratory experimentation. Another aspect to consider is the amount of waste and the use of materials that is saved through the virtualization of a technical lab, reducing the carbon footprint
It is becoming increasingly evident that online education is a significant contributor towards achieving the Sustained Development Goals (SDG)
Summary
Sustainability 2019, 11, 5580 model provides students with teaching-learning experiences theoretical, and applicable to laboratory experimentation Another aspect to consider is the amount of waste and the use of materials that is saved through the virtualization of a technical lab (chemistry, physics, electronics, etc.), reducing the carbon footprint. Higher education institutions from all over the world are welcoming flexible online methodologies that can increase their community with the inclusion of people with mobility and accessibility difficulties [22] In this context, it is becoming increasingly evident that online education is a significant contributor towards achieving the SDGs. This article addresses how this model can impact those goals related to quality education for all (SDG 4) and the reduction of inequalities in and between countries (SDG 10) in the section “Inclusion, accessibility and social gap in the online university”. Our attention is first focused on how online education models impact relevant initiatives related to climate action (SDG 13) by studying the carbon footprint impact of an online university
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