Digital learning, face-to-face learning and climate change.

Area of Science:

• Environmental Science
• Educational Technology
• Sustainability Studies

Background:

• Discussions on digital, face-to-face, and blended learning predominantly focus on educational outcomes, cost, and convenience.
• The environmental impact, or climate footprint, of these learning modalities is rarely considered in educational frameworks.
• This oversight is significant as all learning activities contribute to overall carbon emissions.

Purpose of the Study:

• To highlight the importance of considering the climate footprint of educational activities.
• To emphasize the shared responsibility of education providers and learners in minimizing environmental impact.
• To encourage a focus on high-impact strategies for reducing the carbon footprint in education.

Main Methods:

• This study is a conceptual analysis and literature review.
• It synthesizes existing knowledge on educational modalities and environmental impact.
• It frames the discussion around the carbon footprint of learning activities.

Main Results:

• All learning activities, including digital and face-to-face, have an associated climate footprint.
• Both educational institutions and students play a role in reducing this footprint.
• Prioritizing high-impact activities is crucial for effective environmental stewardship in education.

Conclusions:

• Educational providers and learners must integrate climate footprint considerations into their decision-making.
• Minimizing the environmental cost of learning is an essential component of sustainable education.
• Addressing the climate impact of all learning modalities is critical for environmental responsibility.