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Innovative digital and greening education projects from Republic of Korea and Belgium win UNESCO ICT Prize
The 2023 edition of the UNESCO ICT in Education Prize aimed to explore the synergies between digital learning and greening education, two priority areas underscored during the that took place in 2022. Digital learning offers an avenue to equip learners with the knowledge, skills, values and attitudes on climate change and sustainable development. Meanwhile, as digital technologies become increasingly indispensable in educational processes, the full scale of the environmental impact of digital technologies is becoming apparent. Therefore, the 2023 edition of the Prize aimed to highlight best practices in fostering a proactive commitment to sustainable development among learners in their interaction with technology.
Each of the two laureates will receive $25,000 for their work at the intersection of digital learning and greening education, harnessing technology to promote environmental and climate education, while raising awareness about the environmental impact of digital technology.
“Connecting the dots: Data driven carbon literacy”, the Republic of Korea
Formed by a group of teachers at the onset of the COVID-19 pandemic, the “” initiative has evolved into a collaborative teachers’ association that promotes sustainable education with technology and develops students’ “net-zero” practices. By utilizing accessible digital tools, the carbon literacy project, entitled “Connecting the dots: Data driven carbon literacy”, engages students in collecting data on electricity consumption at home and school; documenting usage habits and patterns; and creating databases to track and analyze energy consumption. Spanning four regions in the Republic of Korea, and involving over 200 school students and 700 families, the project has improved students’ behaviours regarding electricity usage and increased awareness of climate change issues. Internationally recognized and featured at UN COP 28, the project demonstrates how teachers’ associations can drive teaching and learning practices to foster a climate-conscious generation.
“EducoNetImpact”, Belgium
Conceptualized as part of a PhD research project, the aims to raise awareness about the environmental impact of digital technologies and to promote responsible digital behaviours in students through the “digital sobriety” approach. The initiative supports teachers in effectively teaching about digital technology and its impact on the environment. As such, the project developed a pedagogical guide consisting of a self-training course and ready-to-use learning materials and games for different age levels, as well as other interactive resources, available via an online platform. Tested among 1,000 teachers with field experiments involving students, the project has demonstrated a positive impact on students' awareness and behaviours, including adopting eco-responsible practices in the use of digital platforms and the recycling of digital devices.
The Award Ceremony for the prize will take place on 2 September 2024 during UNESCO’s flagship Digital Learning Week at its Paris headquarters. The 2024 edition of Digital Learning Week seeks to promote multi-stakeholder cooperation towards a human-centered and climate-friendly design and use of AI in education, with a specific focus on exploring the interconnections between digital transformation and greening education.
In selecting the two prize laureates, an International Jury reviewed 71 nominations submitted by 36 UNESCO Member States and three non-governmental organizations in official relations with UNESCO. The two projects recommended by the International Jury represent creative grassroots initiatives that highlight the role of teachers and researchers in leading education on climate and environment in the digital age.
Established in 2005 and supported by the Kingdom of Bahrain, the UNESCO King Hamad Bin Isa Al-Khalifa Prize for the Use of Information and Communication Technologies (ICTs) in Education rewards every year individuals and organizations that enhance teaching, learning and overall education performance.
