Eco-Digital Pedagogy: Current Situation and Its Solution to Enhance Pre-Service Teachers’ Pedagogical Competence

Edi Kurniawan; Muhammad Akhyar; Chatarina Muryani; Asrowi Asrowi

doi:10.23960/jpp.v15i2.pp927-944

Eco-Digital Pedagogy: Current Situation and Its Solution to Enhance Pre-Service Teachers’ Pedagogical Competence

Edi Kurniawan⁽¹⁾, Muhammad Akhyar^(2,), Chatarina Muryani⁽³⁾, Asrowi Asrowi⁽⁴⁾ | Country

Country:

⁽¹⁾ Geograpgy Education Study Program, Universitas Negeri Semarang, Indonesia, Indonesia
⁽²⁾ Science Education Program, Universitas Sebelas Maret, Indonesia, Indonesia
⁽³⁾ Science Education Program, Universitas Sebelas Maret, Indonesia, Indonesia
⁽⁴⁾ Science Education Program, Universitas Sebelas Maret, Indonesia, Indonesia

Corresponding Author

10.23960/jpp.v15i2.pp927-944

Metrics→

Indexing Site→

Download Full Text:

Eco-Digital Pedagogy: Current Situation and Its Solution to Enhance Pre-Service Teachers’ Pedagogical Competence. Objective: This study aims to: 1) explore the existing model implemented in the classroom related to pedagogical learning, the use of technology, and environment-based learning; and 2) propose eco-digital pedagogy to improve the competence of 21^st-century pre-service (trainee) teachers. Methods: This study was qualitative with didactical research design, focusing on the analysis of the implementation of pedagogical courses at the Geography Education Study Program at Universitas Negeri Semarang (UNNES). The subjects of this research were selected using a purposive technique and consist of twelve students who had completed pedagogical courses. Primary data, collected from interviews, were then complemented with secondary data from previous research, books, and online articles related to implementing eco-pedagogy and digital pedagogy. Findings: The results indicate that pedagogical skills learning, technology utilization, and environment-based learning have been applied, but the intensity, variety of methods, and comprehension are relatively low. Lecturers often underutilize technology as an educational tool and do not fully comprehend the ecological principles underpinning sustainable development. Technology adaptation is limited to the use of LMS, while eco-related materials are minor and not practicable. This condition requires improvement, one of which is through eco-digital pedagogy, a combination based on digitalization and awareness of ecology. It can be implemented through several steps: 1) designing a suitable curriculum, 2) providing adequate facilities, 3) increasing hands-on practice with real and relevant situations, 4) enriching pedagogical learning methods, and 5) utilizing platforms or digital media as a teaching space and a campaign for promoting environmental awareness. Conclusion: Digital and eco-related learnings are found to be minimally implemented, thus the learning outputs are not optimal. Eco-digital pedagogy can be applied to enhance the learning quality of pedagogical courses.

Keywords: eco-digital pedagogy, geography trainee teacher, 21^st century.

Abebe, F. F. (2021). Pre-service teachers’ technological pedagogical content knowledge (tpack) self-efficacy and development in k-6 math. University of Nebraska.

Ahuja, S., & Yadav, D. (2019). Effect of digital pedagogy in ierventions in rural areas. MIER Journal of Educational Studies Trends and Practices, 227-240.

Aleksieva, L. (2025). Preparing pre-service teachers for the digital transformation of education: exploring university teacher educators’ views and practical strategies. Education Sciences, 15(4), 404. https://doi.org/10.3390/educsci15040404

Almazroa, H. & Alotaibi, W. (2023). Teaching 21st century skills: Understanding the depth and width of the challenges to shape proactive teacher education programmes. Sustainability, 15(9), 1-25.

Álvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2015). Environmental education in pre-service teacher training: A literature review of existing evidence. Journal of Teacher Education for Sustainability, 17(1), 72-85.

Ammoneit, R., Turek, A., & Peter, C. (2022). Pre-service geography teachers’ professional competencies in education for sustainable development. Education Sciences, 12(1), 42. https://doi.org/10.3390/educsci12010042

Artvinli, E. (2017). What is innovative geography teaching? A perspective from geography teachers. Journal of Education and Training Studies, 5(6), 9-23.

Asli, S., Abu-Alhiga, R., Teti, T., Algmal, S., Hofstein, A., Shehadeh-Nasser, A., & Hugerat, M. (2024). How participation in a teachers' eco-pedagogy workshop affects the promotion of teachers' environmental education and organizational concepts. European Journal of Educational Research, 13(1). https://doi.org/10.12973/eu-jer.13.1.341

Bashır, K., & Jımmy, L. (2023). Pre-service teachers’ technological, pedagogical and content capability and digital pedagogy readiness. Journal of Teacher Education and Educators, 12(3), 303-326.

Bengel, P. T., & Peter, C. (2021). Modern technology in geography education attitudes of pre-service teachers of geography on modern technology. Education Sciences, 11(11), 708. https://doi.org/10.3390/educsci11110708

Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93-97.

Caena, F. & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (DigcompeDu). European Journal of Education, 54(3), 356-369.

Calacar, G. B. (2020). Teaching the 2st Century Skills: Teachers’ Competence, Practices and Challenges. Journal of World Englishes and Educational Practices, 2(2), 81-91.

Daniel, G., & Thomas, F. (2021). Attitudes of pre-service geography teachers towards teaching environmental education at the lowveld university. I-manager S Journal on School Educational Technology, 16(3), 9. https://doi.org/10.26634/jsch.16.4.17950

DeMitchell, T., & Fossey, R. (1997). The limits of law-based school reform: Vain hopes and false promises. Lancaster, PA: Technomic Publishing Co., Inc.

Elton, L. (2001). Research and teaching: conditions for a positive link. Teaching in Higher Education, 6(1), 43-56.

Gonzalez-Perez, L. I. & Ramirez-Montoya, M. S. (2022). Components of education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14, 1493.

Grinsted, T. S. (2013). From the human-environment theme towards sustainability – Danish Geography and Education for sustainable development. European Journal of Geography, 4(3), 6-20.

Grinsted, T. S. (2014). The matter of geography in education for sustainable development: The case of Danish University Geography. In Transformative approaches to sustainable development at universities, 13–24.

Guo, F., et al. (2018). Sustainable development in geography education for middle school in China. Sustainability, 10, 1-27.

Guo, F., Meadows, M. E., Duan, Y., & Gao, C. (2020). Geography pre-service teachers’ perspectives on multimedia technology and environmental education. Sustainability, 12(17), 6903. https://doi.org/10.3390/su12176903

Gyallay, P. (2004). Environment: PAP-ETAP reference guide book, chapter 13. (http//www.un.org.kh/fae/pdfs/section4/chapterxxx3/33.pdf)

Hanke, M., & Schmalor, H. (2024). (Un-)certain knowledge of pre-service geography teachers about climate change. Journal of Geoscience Education, 1–13. https://doi.org/10.1080/10899995.2024.2409605

Hariyanto, R. (2019). Tranformasi pendidikan abad 21 melalui rumah belajar. http://pena.belajar.kemdikbud.go.id/2019/07/tranformasi-pendidikan-abad-21-melalui-rumah-belajar/

Haubrich, H., Reinfried, S., & Schleicher, Y. (2007). Geographical education for sustainable development. Proceedings of the Lucerne-Symposium, 42, 243-250. Switzerland, July 29-31 2007.

Haugsbakken, H., Nykvist, S., & Lysne, D. A. (2019). The need to focus on digital pedagogy for online learning. European. Journal of Education, 2(3), 25–31.

Izzati, R., Yani, A., & Mulyadi, A. (2016). Pengaruh program pengalaman lapangan (ppl) terhadap peningkatan kompetensi pedagogik calon guru geografi (studi terhadap kompetensi menyelenggarakan pembelajaran yang mendidik mahasiswa PPL geografi). Universitas Pendidikan Indonesia).

Kurniawan, E., Saputra, Z. S., & Akhyar, M. (2024). Environmental literacy and responsibility level of students in the geography education study program in universitas negeri semarang as prospective teachers. International Journal of Environmental Impacts, 07(02), 221–232. https://doi.org/10.18280/ijei.070207

Maker, C. J. (2022). From learing to guiding, facilitating, and inspiring: A needed shift for the 21st century. Education Sciences, 12(18) 1-15.

Mandal, S. (2018). The competencies of the modern teacher. International Journal of Research in Engineering, Science and Management, 1(10), 351–360.

Maor, D. (2013). Does the use of the TPACK model enhance digital pedagogies: We don’t understand the present so how can we imagine the future? Proceeding of 30th Ascilite Conference, 531–540.

Markuszewska, I., Tanskanen, N., & Subiros, J. V. (2018). New ways to learn geography – challenges of the 21st century. Quaestiones Geographicae, 37(1), 37-45.

Masoumi, D. (2021). Situating ICT in early childhood teacher education. Education and Information Technologies, 26(3), 3009–3026.

Milton, M., & Vozzo, L. (2013). Digital literacy and digital pedagogies for teaching literacy: Pre-service teachers’ experience on teaching rounds. Journal of Literacy and Technology, 14(1), 72–97.

Misiaszek, G. W. (2019). Ecopedagogy: teaching critical literacies of ‘development’, ‘sustainability’, and ‘sustainable development.’ Teaching in Higher Education, 0(0), 1–18.

Molla, A., Yayeh, M., & Bisaw, A. (2023). The current status of faculty members’ pedagogical competence in developing 21st century skills at selected universities in Ethiopia. Cogent Education, 10(2), 1-15.

Mongar, K. (2022). Teachers’ preparedness to teach environmental science in Bhutan. Eurasia Journal of Mathematics Science and Technology Education, 18(10), em2166. https://doi.org/10.29333/ejmste/12454

Moreno, L., Calderon, A., & Arias-Estero, J. L. (2021). Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic achievement of pre-service teachers. Revista de Psicodidactica, 26, 53–61

Ohio Department of Education. (2016). Partnership for 21st century skills [review of partnership for 21st century skills]. In Marietta College. https://www.marietta.edu/sites/default/files/documents/21st_century_skills_standards_book_2.pdf

Palacios, F. A., Oberle, A., Quezada, X. C., & Ullestad, M. (2017). Geographic education for sustainability: Developing a Bi-national geographical thinking curriculum. Dalam The Power of Geographical Thinking, International Perspectives on Geographical Thinking, 103-119.

Paradis, T. W. & Dexter, L. R. (2007). Learner-Centered teaching and assessment in an undergraduate field analysis course. Journal of Geography, 106(4), 171-180.

Pardinan, E. G., & Loremia, R. A. (2020). Digital pedagogy analysis on technology trend relevant to education 4.0. International Journal of Scientific & Tchnologicy Research, 9(8), 390–399.

Pavlova, M. teaching and learning for sustainable development: ESD research in technology education. Int. J. Technol. Des. Educ. 2013, 23, 733–748.

Payne, P. G. (2018). The framing of ecopedagogy as/in scapes: Methodology of the issue. Journal of Environmental Education, 49(2), 71–87.

Peng, J., et al. (2020). Linking spatial differentiation with sustainability management: Academic contributions and research directions of physical geography in China. Progress in Physical Geography, 44(1), 14-30.

Piotrowska, I. Cichon, M., Abramowicz, D., & Sypniewski, J. (2019). Challenges in geography education – A review of research problems. Quaestiones Geographicae, 38(1), 71-84.

Prakash, B. K. (2014). Digital pedagogy and its arrival in teacher education. Gulbarga University.

Purfitasari, S., Masrukhi., Prihatin, T., & Mulyono, S, E. (2019). Digital pedagogy sebagai pendekatan pembelajaran di era industri 4.0. Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS) 2 (1), 806-811.

Qiu, J. (2017). The role of geography in sustainable development. National Science Review, 4, 140-143.

Razak, N. H. B. A., Iksan, Z. H., & Zakaria, S. Z. S. (2017). (2017). Students’ reflection on green school. Journal of Techno-Social, 9(1), 44–52.

Reinfried, S. & Hertig, P. (2012). Geographical education: How human-environment-society processe work. http://www.eolss. net /sample-chapters/c01/e6-06b-46.pdf).

Reitano, P., & Harte, W. (2016). Geography pre-service teachers’ pedagogical content knowledge. Pedagogies an International Journal, 11(4), 279–291. https://doi.org/10.1080/1554480x.2016.1195740

Rosali, E. S., Singkawijaya, E. B., Hadi, M. I., & Noviyanti, R. W. (2019). Analisis kesiapan mahasiswa pendidikan geografi dalam menghadapi program pengenalan lapangan persekolahan. In Prosiding Seminar Nasional Pendidikan Geografi UPI.

Rosman, N. R.., Khaizer, M. & Zahari, Z. The integration of education for sustainable development in design and technology subject: through teacher’s perspective. Asian J. Assess. Teach. Learn. 2019, 9, 29–36

Salas-Rueda, R.-A. (2019). TPACK: Technological, pedagogical and content model necessary to improve the educational process on mathematics through a web application? International Electronic Journal of Mathematics Education, 1(1), 1–13. https://doi.org/10.29333/iejme/5887

Sidi, I. P. S., & Setiadi, B. N. (2013). Manusia Indonesia abad 21 yang berkualitas tinggi ditinjau dari sudut pandang psikologi. https://himpsi.or.id/blog/makalah-3/post/manusia-indonesia-abad-21-yang-berkualitas-tinggi-ditinjau-dari-sudut-pandang-psikologi-19

Silviariza, W. Y., Sumarmi, & Handoyo, B. (2020). Improving critical thinking skills of geography students with spatial-problem based learning (SPBL). International Journal of Instruction, 14(3), 133-152.

Spiro, J. D. (2013). “Effective Principals in Action.” SAGE Journals, 94(8), 27–31.

Sulaswari, M., Fatah, A., Fatmawati, N., & Falaq, Y. (2023). Exploring ecopedagogy through local wisdom-based social studies learning for junior high school students in kudus. In International Conference On Social Science Education Proceeding (Vol. 1, pp. 197-202).https://doi.org/10.20527/0h3cp360

Sumarmi, Aliman, M., & Mutia, T. (2021). The effect of digital eco-learning in student worksheet flipbook to environmental project literacy and pedagogic competency. Journal of Technology and Science Education, 11(2), 357–370.

Surata, K. (2010). Pembelajaran lintas budaya: penggunaan subak sebagai model “ecopedagogy.” Jurnal Kajian Bali, 3(2).

Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144.

Tsegay, S. M. (2016). Analysis of globalization, the planet and education. International Journal Of Environmental & Science Education, 11(18).

Utami, W. S., Zain, I. M., & Sumarmi. (2018). Geography literacy can develop geography skills for high school students: it is true ? IOP Conf. Series: Materials Science and Engineering 296 (2018) 012032, 1-6.

Wan, Z., & Cai, T. (2023). Strategies for cultivating teaching skills of geography preservice teachers in the context of the new era. Frontiers in Educational Research, 6(31). https://doi.org/10.25236/fer.2023.063111

Wardhani, P. I., Palupi, H. S., Widyatmoko, W., Musiyam, M., Nur Hafida, S. H., & Pratiwi, E. S. (2022). Implementation of environmental ethics in ecopedagogy-based geography learning by teachers on environmental sustainability. In Proceedings of the 7th Progressive and Fun Education International Conference (PROFUNEDU 2022) (pp. 42-49). Atlantis Press. https://doi.org/10.2991/978-2-494069-71-8_6

Warsi, L. Q., & Rani, Y. (2024). Analysis of teachers’ readiness in using digital technology for students’ learning: problems and potential solutions. Human Nature Journal of Social Sciences, 5(2), 292-305. DOI: 10.71016/hnjss/t32ny040

Yang, L., Martínez-Abad, F., & García-Holgado, A. (2022). Exploring factors influencing pre-service and in-service teachers perception of digital competencies in the Chinese region of Anhui. Education and Information Technologies, 27(9), 12469–12494.

Yli-Panula, E., Jeronen, E., & Lemmetty, P. (2020). Teaching and learning methods in geography promoting sustainability. Educ. Sci, 10, 5.

Zafar, N. A., Mannan, N. T., & Hussain, S. (2024). Knowledge, attitude and behavioral components of environmental literacy: perceptions of prospective teachers for quality education in Lahore. Journal of Education and Educational Development, 11(1), 95–118. https://doi.org/10.22555/joeed.v11i1.962

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats

Username
Password
Remember me