Eurasia Journal of Mathematics, Science and Technology Education

• Adu, E. O., & Mireku, A. A. (2016). The influence of information and communication technology (ICT) in improving teaching of environmental education. Journal of Human Ecology, 55(1-2), 1-8. https://doi.org/10.1080/09709274.2016.11907003
• Åhlberg, M., Kaasinen, A., Kaivola, T., & Houtsonen, L. (2001). Collaborative knowledge building to promote in-service teacher training in environmental education. Journal of Information Technology for Teacher Education, 10(3), 227-240. https://doi.org/10.1080/14759390100200113
• Alvarez-García, O., Sureda-Negre, J., & Comas-Forgas, R. (2018). Assessing environmental competencies of primary education pre-service teachers in Spain: A comparative study between two universities. International Journal of Sustainability in Higher Education, 19(1), 15-31. https://doi.org/10.1108/IJSHE-12-2016-0227
• Álvarez-Herrero, J. F. (2023). Urban itineraries with smartphones to promote an improvement in environmental awareness among secondary school students. International Journal of Environmental Research and Public Health, 20(3). https://doi.org/10.3390/ijerph20032009
• Álvarez-Herrero, J. F., & Hernández, & J. (2021). Itinerarios didácticos con smartphones para promover la educación ambiental y la competencia digital entre el alumnado de secundaria [Educational itineraries with smartphones to promote environmental education and digital competence among secondary school students]. Ortega Digital Education Review, 39. https://doi.org/10.1344/der.2021.39.319-335
• Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, Article 108224. https://doi.org/10.1016/j.biocon.2019.108224
• Ayerbe-López, J., & Perales-Palacios, F. J. (2023). Evaluating a secondary education urban ecology project within the framework of a problem-based learning methodology. Education Sciences, 13(9), Article 915. https://doi.org/10.3390/educsci13090915
• Baena-Navarro, R., Serrano-Ardila, L., & Carriazo-Regino, Y. (2024). Innovative model for the integration of ICTs in rural environmental education: Towards a sustainable pedagogy. Southern Perspective/Perspectiva Austral, 2, Article 35. https://doi.org/10.56294/pa202435
• Bilbao-Aiastu, E., & Miranda-Urquij, I. (2022). Development of natural science through the gamification and ICT in primary education. Edutec Revista Electrónica de Tecnología Educativa, 81, 72-87. https://doi.org/10.21556/edutec.2022.81.2577
• Bohomazova, V. (2022). Innovative technologies in education: National foresight. University Scientific Notes, 1-2(85-86), 138-159. https://doi.org/10.37491/unz.85-86.12
• Brečka, P., Valentová, M., & Tureková, I. (2022). Digital technologies in environmental education. TEM Journal, 11(2), 726-730. https://doi.org/10.18421/tem112-28
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
• Davies, D. J., Collier, C., & Howe, A. (2012). A matter of interpretation: Developing primary pupils’ enquiry skills using position-linked datalogging. Research in Science and Technological Education, 30(3), 311-325. https://doi.org/10.1080/02635143.2012.738420
• Díaz, I. A., Reche, M. P. C., & Romero-Rodríguez, J. M. (2020). Alfabetización digital del profesorado de ciencias ambientales: Un análisis de su competencia tecnógica [Digital literacy of environmental science teachers: An analysis of their technological competence]. Revista Luna Azul, 49, 172-184. https://doi.org/10.17151/luaz.2019.49.10
• Diaz-Patiño, S. (2025). El impacto de la educación ambiental en la construcción de una sociedad sostenible [The impact of environmental education on building a sustainable society]. Ciencia Latina Revista Científica Multidisciplinar, 9(3), 59-81. https://doi.org/10.37811/cl_rcm.v9i3.17553
• El Batri, B., Maskour, L., Ksiksou, J., Jeronen, E., Ismaili, J., Alami, A., & Lachkar, M. (2022). Teaching environmental themes within the “scientific awakening” course in Moroccan primary school: Approaches, methods and difficulties. Education Sciences, 12(11), Article 837. https://doi.org/10.3390/educsci12110837
• Fang, W.-T., Hassan, A., & Lepage, B. A. (2023). The living environmental education: Sound science toward a cleaner, safer, and healthier future. Springer. https://doi.org/10.1007/978-981-19-4234-1
• Fauville, G., Lantz-Andersson, A., & Säljö, R. (2014). ICT tools in environmental education: Reviewing two newcomers to schools. Environmental Education Research, 20(2), 248-283. https://doi.org/10.1080/13504622.2013.775220
• Fernández, A. H. (2020). Relation of the ict with neuroeducation, inclusion, pluriculturality and environmental education through a confirmatory factorial analysis study. Texto Livre, 13(3), 262-277. https://doi.org/10.35699/1983-3652.2020.25739
• Fernández, A. H., Camargo, C. D. B., & Do Nascimento, M. S. L. (2019). Technologies and environmental education: A beneficial relationship. Research in Social Sciences and Technology, 4(2), 13-30. https://doi.org/10.46303/ressat.04.02.2
• Fisher, C., & Binns, T. (2016). Issues in geography teaching. Routledge. https://doi.org/10.4324/9781315011301
• Ganguly, R. (2025). Interactive and immersive media for environmental education. International Journal of Applied Research, 11(1), 117-122. https://doi.org/10.22271/allresearch.2025.v11.i1b.12267
• García-Hernández, A., García-Valcárcel Muñoz-Repiso, A., Casillas-Martín, S., & Cabezas-González, M. (2023). Sustainability in digital education: A systematic review of innovative proposals. Education Sciences, 13(1), Article 33. https://doi.org/10.3390/educsci13010033
• Georgiou, Y., Hadjichambis, A. C., & Hadjichambi, D. (2021). Teachers’ perceptions on environmental citizenship: A systematic review of the literature. Sustainability, 13(5), Article 2622. https://doi.org/10.3390/su13052622
• Ghazali, M., Makrakis, V., Kostoulas-Makrakis, N., Yakob, N., Rashid, R. A. A., Othman, W., & Fitriyanto, N. A. (2024). Predicting teacher’s information and communication technology-enabled education for sustainability self-efficacy. Sustainability, 16(13), Article 5323. https://doi.org/10.3390/su16135323
• Gutiérrez-Perez, J., & Perales, F. J. (2014). Sustainability culture and communication technologies: Possibilities for environmental educators. International Journal of Sustainability in Higher Education, 9(1), 21-39. https://doi.org/10.18848/2325-1212/CGP/v09i01/55296
• Hernandez-Sampieri, R., & Mendoza, C. (2018). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta [Research methodology: The quantitative, qualitative and mixed approaches]. McGraw Hill.
• Huang, R., Kinshuk, Jemni, M., Chen, N.-S., & Michael Spector, J. (2017). ICT in education in global context: Emerging trends report 2013-2014. Springer. https://doi.org/10.1007/978-3-662-43927-2
• Husamah, H., Rahardjanto, A., Permana, T. I., & Shukri, A. A. M. (2025). Integration of digital technologies in environmental education: A systematic review of trends, impacts, and future directions. Jurnal Varidika, 37(1), 30-47. https://doi.org/10.23917/varidika.v37i1.9908
• Ibourk, A., Wagner, L., & Zogheib, K. (2025). Developing elementary teachers’ climate change knowledge and self-efficacy for teaching climate change using learning technologies. Journal of Science Education and Technology, 34(3), 504-520. https://doi.org/10.1007/s10956-024-10187-9
• Jukes, S., & Lynch, J. (2024). Digital technology and environmental pedagogies in tertiary outdoor education: Linking digital spaces to more-than-human places. Journal of Adventure Education and Outdoor Learning, 24(1), 108-122. https://doi.org/10.1080/14729679.2023.2230502
• Khurvalieva, T. L. (2020). Technology for the formation of environmental concepts in senior preschoolers by computer. International Journal of Scientific & Technology Research, 9(2), 3772-3775. https://www.ijstr.org/research-paper-publishing.php?month=feb2020
• Kumpulainen, K. (2022). Bridging dichotomies between children, nature, and digital technologies. In K. Kumpulainen, A. Kajamaa, O. Erstad, Å. Mäkitalo, K. Drotner, & S. Jakobsdóttir (Eds.), Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education. Routledge. https://doi.org/10.4324/9781003145257-6
• Leppisaari, I., & Lee, O. (2012). Modelling digital natives’ international collaboration: Finnish-Korean experiences of environmental education. Journal of Educational Technology & Society, 15(2), 244-256. https://www.jstor.org/stable/jeductechsoci.15.2.244
• Lowan-Trudeau, G. (2023). Digital technologies and environmental education. Journal of Environmental Education, 54(1), 1-7. https://doi.org/10.1080/00958964.2022.2152413
• Lynch, J., & Thomas, H. (2024). Digital technology in outdoor and environmental education: Affects, assemblages and curriculum-making. Australian Journal of Environmental Education, 40(2), 288-304. https://doi.org/10.1017/aee.2024.32
• Makrakis, V., & Kostoulas-Makrakis, N. (2023). A participatory curriculum approach to ICT-enabled education for sustainability in higher education. Sustainability, 15(5), Article 3967. https://doi.org/10.3390/su15053967
• Martini, E., Siggia, D., Petkou, D., & Tsiouni, M. (2024). Scenarios and narratives of ICT and environmental education: A pilot study on nursery school teacher’s perspectives. SN Social Sciences, 4, Article 122. https://doi.org/10.1007/s43545-024-00915-8
• Midoro, V. (2017). How teachers and teacher training are changing. In H. Taylor, & P. Hogenbirk (Eds.), Information and communication technologies in education (pp. E1-E1). Springer. https://doi.org/10.1007/978-0-387-35403-3_29
• Millward, A. A., Carrier, C., Bhagat, N., & LeBreton, G. T. O. (2024). Technology and K-12 environmental education in Ontario, Canada: Teacher perceptions and recommendations. Education Sciences, 14(12), Article 1362. https://doi.org/10.3390/educsci14121362
• Miyaji, I., & Fukui, H. (2020). Change in knowledge and awareness in teacher education on Satoyama environmental learning: Through a blend of learning spaces, methods and media. European Journal of Educational Research, 9(4), 1663-1674. https://doi.org/10.12973/EU-JER.9.4.1663
• Nunes, W. B., Pereira, L. G., Milli, C. G. P., De Souza, Á., Passos, G. M., Brito, R. S. da S., Mota, M. H. A. P., & Barbosa, L. M. (2024). Educação ambiental na era digital: Promovendo a sustentabilidade por meio da tecnologia e da inovação [Environmental education in the digital age: Promoting sustainability through technology and innovation.]. Lumen et Virtus, 15(43), 7761-7775. https://doi.org/10.56238/levv15n43-010
• O’Flaherty, J., & Liddy, M. (2018). The impact of development education and education for sustainable development interventions: A synthesis of the research. Environmental Education Research, 24(7), 1031-1049. https://doi.org/10.1080/13504622.2017.1392484
• Obara, A. T., Suzuki, H. I., Corredato-Periotto, Silva-Dias, & Mag. (2009). Environmental education in the upper Paraná River floodplain, Municipality of Porto Rico (Paraná State), Brazil. Brazilian Journal of Biology, 69(2 Suppl), 627-635. https://doi.org/10.1590/S1519-69842009000300017
• Ojeda, F., Perales, F.-J., & José Gutiérrez-Pérez, Y. (2012). Evaluación de la calidad de webs y blogs sobre educación ecológica [Evaluation of the quality of websites and blogs about ecological education]. Culture and Education, 24(1), 77-93. https://doi.org/10.1174/113564012799740812
• Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Alonso-Fernández, S. (2021). Declaración PRISMA 2020: Una guía actualizada para la publicación de revisiones sistemáticas [PRISMA statement 2020: An updated guide for the publication of systematic reviews]. Revista Española de Cardiología, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016
• Papastergiou, M., Antoniou, P., & Apostolou, M. (2011). Effects of student participation in an online learning community on environmental education: A Greek case study. Technology, Pedagogy and Education, 20(2), 127-142. https://doi.org/10.1080/1475939X.2011.588416
• Paredes, J., & Arruda, R. D. de. (2012). La motivación del uso de las TIC en la formación de profesorado en educación ambiental [The motivation for the use of ICT in teacher training in environmental education]. Ciência & Educação (Bauru), 18(2). https://doi.org/10.1590/s1516-73132012000200008
• Paredes-Labra, J., Siri, I. M., & Oliveira, A. (2018). Preparing public pedagogies with ICT: The case of pesticides and popular education in Brazil. Sustainability, 10(10), Article 3377. https://doi.org/10.3390/su10103377
• Picanço, A., Arroz, A. M., Amorim, I. R., Matos, S., & Gabriel, R. (2021). Teachers’ perspectives and practices on biodiversity web portals as an opportunity to reconnect education with nature. Environmental Conservation, 48(1), 25-32. https://doi.org/10.1017/S0376892920000405
• Pino, S., Cofre, C., Vergara, H., Vergara, L., Solís-Pinilla, J., Arenas-Martija, A., Ampuero, P., & Merino, C. (2025). Use and meaning teachers assign to the integration of the MICA 3.0 kit for teaching climate change. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1537960
• Pino-Perdomo, F. (2023). Educación científica en educación infantil mediada por las tecnologías: Una revisión sistemática [Science education in early childhood education mediated by technologies: A systematic review]. Revista Innova Educación, 5(3), 40-51. https://doi.org/10.35622/j.rie.2023.03.003
• Pol, E., Castrechini-Trotta, A., Pellicer-Cardona, I., & Cañete-Massé, C. (2023). Communication, socialization, and ITC. The psychosocial construction of sustainability. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1277577
• Pontes-Pedrajas, A., & Varo-Martínez, M. (2014). Educative experience of the use of concept mapping in science and environmental teacher training programmes. Journal of Teacher Education for Sustainability, 16(1), 102-116. https://doi.org/10.2478/jtes-2014-0006
• Ricoy, M. C., & Sánchez-Martínez, C. (2022). Raising ecological awareness and digital literacy in primary school children through gamification. International Journal of Environmental Research and Public Health, 19(3), Article 1149. https://doi.org/10.3390/ijerph19031149
• Roy, A., Kihoza, P., Suhonen, J., & Vesisenaho, M. (2012). Promoting education for sustainable development by using ICT enhanced problem based learning in a developing country. In Proceedings of the 2012 IEEE 4^th International Conference on Technology for Education (pp. 98-104). IEEE. https://doi.org/10.1109/T4E.2012.27
• Sangiorgio, F., Gjoni, V., Fiore, N., Tarantino, D., & Basset, A. (2017). An international online competition to stimulate student’s interest on ecological issues. SCIRES-IT, 7(2), 35-42. https://doi.org/10.2423/i22394303v7n2p35
• Santos, C. F., & Ortenzi, D. I. G. (2021). Social activity and learning de-encapsulation under a multimodal approach in English language teaching. Brazilian English Language Teaching Journal, 12(1), Article e39671. https://doi.org/10.15448/2178-3640.2021.1.39671
• Shephard, K., Rieckmann, M., & Barth, M. (2019). Seeking sustainability competence and capability in the ESD and HESD literature: An international philosophical hermeneutic analysis. Environmental Education Research, 25(4), 532-547. https://doi.org/10.1080/13504622.2018.1490947
• Sissa, G. (2012). An agent based approach for sustainable ICT services toward environmental sustainability: The use of agent based models to explain the ICT-driven (societal) behavioural changes and their effects on environmental sustainability. In Proceedings of the 2012 6^th IEEE International Conference on Digital Ecosystems and Technologies (pp. 1-6). IEEE. https://doi.org/10.1109/DEST.2012.6227945
• Thysiadou, A., Mitropoulos, A., & Giannakoudakis, P. (2019). Integrated teaching for the chemistry subject “water chemistry” with the use of an educational site. Journal of Engineering Science and Technology Review, SI(2020), 289-293. https://jestr.org/downloads/SpecialIssue2020/fulltext61SE.pdf
• Tsakakis, E., Gupta, A., Schneider, I. E., & Donovan, B. (2024). Opportunities and challenges in advanced communication technologies in the environment: A case of forest management communications. Applied Environmental Education and Communication, 23(1-2), 24-37. https://doi.org/10.1080/1533015X.2023.2282457
• Ugolini F, Massetti L, Pellegrino L, Rossini G, Raschi A, & Finato B. (2016). Environmental education by gaming. DIDAMATICA. http://www.educationalappstore.com
• Vandeyar, T., & Adegoke, O. O. (2024). Teachers’ ICT in pedagogy: A case for mentoring and mirrored practice. Education and Information Technologies, 29(14), 18985-19004. https://doi.org/10.1007/s10639-024-12603-4
• Vrasidas, C., Zembylas, M., Evagorou, M., Avraamidou, L., & Aravi, C. (2007). ICT as a tool for environmental education, peace, and reconciliation. Educational Media International, 44(2), 129-140. https://doi.org/10.1080/09523980701295125
• Zabala, J., & Villalobos, K. (2010). Las tecnologías de la información y la comunicación en la educación ambiental: Una perspectiva societal [Information and communication technologies in environmental education: A societal perspective]. Telos, 12(2), 175-185. https://dialnet.unirioja.es/servlet/articulo?codigo=3335350
• Zapico, J. (2012). ICT and environmental sustainability, friend or fœ? Information Technologies & International Development, 8(3), 99-101.
• Zhang, C., Khan, I., Dagar, V., Saeed, A., & Zafar, M. W. (2022). Environmental impact of information and communication technology: Unveiling the role of education in developing countries. Technological Forecasting and Social Change, 178, Article 121570. https://doi.org/10.1016/j.techfore.2022.121570
• Zoakou, A., Tzanavari, A., Papadopoulos, G., & Sotiriou, S. (2007). A methodology for e-learning scenario development: The UNITE approach. In Proceedings of the 6^th European Conference on e-Learning (pp. 683-692). https://www2.cs.ucy.ac.cy/~george/files/ECEL07b.pdf
• Zuhriyah, A. (2023). The role of smart education (SE) in supporting digital eco-literacy (DEL). Indonesian Journal of Geography, 55(1), 167-171. https://doi.org/10.22146/ijg.74409

APA

Pino-Perdomo, F. M., & Velásquez-Mosquera, A. F. (2026). Digital technologies in environmental education: Implications for teacher education and professional development. Eurasia Journal of Mathematics, Science and Technology Education, 22(1), em2762. https://doi.org/10.29333/ejmste/17673

Vancouver

Pino-Perdomo FM, Velásquez-Mosquera AF. Digital technologies in environmental education: Implications for teacher education and professional development. EURASIA J Math Sci Tech Ed. 2026;22(1):em2762. https://doi.org/10.29333/ejmste/17673

AMA

Pino-Perdomo FM, Velásquez-Mosquera AF. Digital technologies in environmental education: Implications for teacher education and professional development. EURASIA J Math Sci Tech Ed. 2026;22(1), em2762. https://doi.org/10.29333/ejmste/17673

Chicago

Pino-Perdomo, Felipe Mauricio, and Andrés Felipe Velásquez-Mosquera. "Digital technologies in environmental education: Implications for teacher education and professional development". Eurasia Journal of Mathematics, Science and Technology Education 2026 22 no. 1 (2026): em2762. https://doi.org/10.29333/ejmste/17673

Harvard

Pino-Perdomo, F. M., and Velásquez-Mosquera, A. F. (2026). Digital technologies in environmental education: Implications for teacher education and professional development. Eurasia Journal of Mathematics, Science and Technology Education, 22(1), em2762. https://doi.org/10.29333/ejmste/17673

MLA

Pino-Perdomo, Felipe Mauricio et al. "Digital technologies in environmental education: Implications for teacher education and professional development". Eurasia Journal of Mathematics, Science and Technology Education, vol. 22, no. 1, 2026, em2762. https://doi.org/10.29333/ejmste/17673