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The Impact of Biased Design and Hegemony on Sustainable Future-Ready Learning: Digital Transformation Challenges

The Impact of Biased Design and Hegemony on Sustainable Future-Ready Learning: Digital Transformation Challenges
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Author(s): Kate Maloney Williams (University of Maryland, College Park, USA) and Jehad Halawani (George Mason University, USA)
Copyright: 2023
Pages: 15
Source title: Digitalization, New Media, and Education for Sustainable Development
Source Author(s)/Editor(s): Lars Keller (University of Innsbruck, Austria), Gerd Michelsen (Leuphana University, Germany), Martin Dür (University of Innsbruck, Austria), Syamsul Bachri (Universitas Negeri Malang, Indonesia) and Michaela Zint (University of Michigan, USA)
DOI: 10.4018/978-1-7998-5033-5.ch002



The UN 2030 Agenda for Sustainable Development is committed to “quality education.” However, little actionable strategy remains on how to define and measure this goal, particularly in the face of an increasingly digitized future, fueled by emergencies and the need for quality distance learning. Additionally, to achieve SDG 4 in a digital era, societies must undergo substantial reforms in 1) conceptualizing teaching, learning, and assessment, and 2) designing and exporting technology. The successful uptake of new technology is frustrated by a complex array of ecological conditions, hegemonic power structures, and multifaceted digital divides. Through a systems approach, this chapter explores how digital environments function and create barriers. The authors argue that effective technology-based interventions must include awareness of the externalities that impact digital design, providing examples from the Global South. The chapter concludes with recommendations on the transformation needed for successful implementation and sustainable integration.

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