The Educator Magazine U.K. Jan-April 2024 issue - Magazine - Page 62
Sustainable EdTech:
How to Enhance Learning and Promote Green Practices in the Classroom
Jonathan Moore, Senior Education Consultant at SMART Technologies
Sustainability and environmental responsibility are critical issues across the globe. And, with the UK working
towards its net zero goals, it’s vital that all industries make an effort to reduce their carbon footprint.
lights and equipment when not in use is
important.
According to the Environmental Sustainability
Overview from the National Audit Office for
the Department of Education, schools spent
an average of £35,000 on energy in 20212022.
What’s more, the Department of Education
published its Sustainability and Climate
Change Strategy in April 2022 with the vision
that “the United Kingdom is the worldleading education sector in sustainability
and climate change by 2030.”
It’s great to see the DfE investing in net zero
builds for new schools and providing a comprehensive Output Specification for those
constructing or updating school facilities.
The focus on supporting the path to reducing carbon emissions and recognizing the
adaptations required for school in a changing environment is an important, ongoing
conversation. The GenZero Schools program
is forward-thinking and I am sure something
we’ll see replicated in other parts of the world
in the near future.
So, how can schools themselves help the UK
and the DfE to promote green practices in the
classroom and work toward net zero goals?
Educating younger generations
In a report from King’s College London, Who
cares about climate change?, it was found
that climate change is something the majority
of generations are worried about, including
Gen Z and those coming after them.
However, the same report also found that
while younger people are often thought to
be the most active on climate issues, they are
also actually more likely than older
generations to say there’s “no point” acting
in environmentally conscious ways because
it won’t make a difference.
With findings like these, it’s clear that there’s
still a lot that can be done with education to
help ensure that younger generations have
the knowledge, tools, and inspiration to make
change when it comes to climate change. This
also ties directly to the DfE’s aim to provide
climate education that prepares ‘pupils for a
world impacted by climate change through
learning and practical experience’.
In order to do this, it’s important for schools
to provide sufficient professional development and support for teachers so they can
work with their students and build
environmental sustainability into teaching
and learning.
Teachers may look to incorporate activities
and resources that can increase understanding and empower young people to take
accountability and make positive changes to
improve their sustainability efforts.
This doesn’t have to be onerous or require
teachers to do more with their precious time
- in fact, it’s a great opportunity for student-
At Bett 2023 we heard from leaders during
our M.A.T. Lunch that even simply reminding
staff and students to turn off lights and shut
down tech can go a long way to decreasing
energy consumption.
led, and problem-based learning at any age.
When students have ownership and come up
with creative ideas to explore and solve for,
they’ll be personally invested and engaged.
Supporting sustainability with technology
Ensuring that students can learn not just
with technology but about it, too, is critical
in preparing them for the world. Technology
such as interactive displays, computers and
laptops, and learning management systems,
are important tools, and they can also be a
contributor to a school’s carbon footprint.
In order to support sustainability efforts,
it’s important that technology purchases are
made with key ingredients in mind, including
what the vendor’s values are, and how the
products have been designed and
manufactured. This means deploying
technology from companies that have
sustainability at their core as well as products
that are green from the initial design phase
and throughout their entire supply chain.
Are the minerals conflict-free? Is there
renewable energy used for manufacturing?
There are lots of questions to be asked.
With interactive boards being a key
component in learning spaces, utilising
those that are designed to use less energy is
important. Features that support this include
built-in sensors which allow the boards to
wake up and sleep automatically depending
on usage, as well as adjustable settings which
allow users to reduce power consumption.
Other ideas for the school-level
As well as educating students in the
classroom, when it comes to sustainability
and the impact of climate change, there are
options for how to orient the environment of
a school to be geared towards highlighting
sustainability. There are a number of things
schools can do to ensure they are fostering
simple, sustainable practices. These may
include: Energy efficiency. With grants and
DfE support, schools may want to look to
invest in energy-efficient lighting, heating,
and cooling systems. Plus, implementing
energy-saving practices such as turning off
Monitor what matters. Whether through
using the school’s own energy consumption
monitoring, environmental sensors built into
an interactive display, or other
methods of gathering data about the school
and surrounding environment, there are
interesting ways to gather and use data.
This again is a great opportunity to lean into
climate education and have students take the
lead on data interpretation and problem-s
olving in their environments, and beyond.
When we measure what matters, we’re both
showing a school’s progress and proactively
building great benchmarks to ensure a better
environment to come.
Waste reduction and recycling. In order to
reduce waste and nurture good behaviours,
schools can implement a recycling and/or
composting program and encourage
students to use reusable materials such as
water bottles and lunch boxes if they’re not
already doing so.
Bring the outside in. We can all use the
reminder of the fact that we’re not separate
from ‘nature.’ Schools can consider
incorporating green spaces and natural lighting into the layout of their buildings. Perhaps
involve students in gardening projects to
promote biodiversity, and find ways to get
students outdoors during that way. Not only
does this promote respect for the environment, but is great for mental wellbeing, too.
Call on the local community. Although
schools are responsible for acting sustainably
and educating students to do so, the onus
doesn’t completely fall on them. Leaning on
support from the local community,
including local businesses, environmental
organisations, and local governments, who
can share resources and knowledge for
teachers and students is a great option.
After all, we’re all in this together.
Overall, there are so many ways that we can
all work towards shared goals. Following
on from the DfE’s initiatives and bringing
them all the way into the classroom while
empowering students through project and
problem-based learning keeps sustainability
centre stage - not just something to be
considered in science class.
Transformation won’t happen overnight, but
if we all work towards the net zero goal bit by
bit, we will hopefully be in a better position in
the near future.