USE OF REPRESENTATION TECHNOLOGY FOR THE EDUCATION FOR SUSTAINABLE DEVELOPMENT: A SCOPING REVIEW
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Abstract
Representation technology is used to deliver teaching content in different formats due to robust technological development, thereby enabling learners to receive information based on dynamic, virtual and sensory expression, which assists them to construct new knowledge in the learning process. The aims of this scoping review are to explore the application of representation technology in the education for sustainable development and to generate an understanding of its impact on teaching and learning. The review is constructed using the six-stages framework of Arksey and O’Malley, and the results indicate that virtual reality, scenario games, 3D modelling and a user-generated content platform are the frequency formats of representation technology required for teaching and learning education for sustainable development. Moreover, a learner-centred and experience-based learning environment is crucial for students to gain a deeper understanding of sustainable concepts and environmental issues. These formats improve the collaboration between environmental issues and higher education, thereby positively affecting students’ awareness of the real world. Future researchers could investigate the opportunities and barriers to applying representation technology from a teaching perspective. Moreover, different genders’ perception of learning based on representation technology could be examined to contribute to students’ effective learning.
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