Abstract
This work describes an educational experience in which personal learning environments (PLEs) were created as a tool for the acquisition of subject contents in the science, technology, engineering, and mathematics (STEM) areas. For this, the same methodology was developed for different subjects in order to teach the use of some digital tools, learn about the concepts related to the PLE, and apply the PLE to educational content promoting sustainable learning. Two questionnaires were designed to obtain information about the tools, activities, and subjects. The results of the questionnaires were analyzed using the Kaiser–Meyer–Olkin test and Pearson’s correlation. Then, several factors and the relationships between them were defined. In addition, this paper shows that because the PLE is based on a learning model in which the learner is the protagonist, its use is linked to sustainable learning. Therefore, the use of PLEs allows the development of the competences of “collaborative work” and “information management and organization”, which are both related to sustainable learning. In addition, the use of PLEs promotes understanding of the subjects and academic results in the subjects.
Highlights
Nowadays, achieving sustainable development is a key objective in which education has a strategic role
Sustainable learning and education are a philosophy of aspiration for learning and teaching based on principles of sustainability
In view of the above, the objective of this paper was to show the experience in different subjects related to engineering in which information and communication technologies (ICTs) are used for the building of a personal learning environments (PLEs)
Summary
Nowadays, achieving sustainable development is a key objective in which education has a strategic role. Education is a decisive factor for human development because of its political, social, and cultural impact. This factor could influence the current development model and redirect it towards sustainability [1]. Education for sustainability must provide the ability and capacity to learn how to learn. In this way, sustainable lifestyle patterns can be incorporated and changes can be produced. Sustainable lifestyle patterns can be incorporated and changes can be produced For these reasons, the idea of sustainable learning, in which the protagonist is the one who learns, is emerging [2,3]
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