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Journal of Education for Sustainable Development Studies
Published by Scientia Publica Media
ISSN : 30482259     EISSN : 30482054     DOI : https://doi.org/10.70232/jesds.v1i2
Core Subject : Education, Social,
Education Environmental Science Social Sciences Other
The Journal of Education for Sustainable Development Studies (JESDS) is an international scholarly refereed research journal published by Scientia Publica Media. JESDS is published twice a year, in June and December. The journal publishes quality research studies within the context of Education for Sustainable Development (ESD) and related areas. It also publishes refereed research papers that include quantitative, qualitative, and mixed analyses. The journal strives to encourage and provide international publications for the benefit of researchers, academics, institutions, educators, and students with good professional practices. It provides a platform for disseminating research in the emergent field of ESD as it is implemented in primary and secondary schools, universities, and organizations worldwide.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 32 Documents
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Digital Colonialism in AI-Enhanced Sustainability Education: A Decolonial Systematic Review Matthew Sauber
Journal of Education for Sustainable Development Studies Vol. 3 No. 1 (2026): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v3i1.62

Abstract

As artificial intelligence reshapes higher education globally, its integration into sustainability programs raises urgent questions about equity, epistemological justice, and the reproduction of colonial power structures through technological systems. Education for Sustainable Development (ESD) is premised on inclusive, justice-oriented pedagogy, yet the AI tools increasingly deployed in these programs originate predominantly from the Global North and embed Western epistemological assumptions. This study investigates how AI integration in higher education sustainability programs operates as a form of digital colonialism, creating systematic inequities that contradict ESD’s foundational commitments. We conducted a decolonial systematic review synthesizing 61 empirical studies identified through structured searches of ERIC, Scopus, Web of Science, IEEE Xplore, Education Source, and PsycINFO databases (2019-2024). Studies were selected using explicit inclusion and exclusion criteria, and findings were analyzed through a decolonial analytical framework informed by Santos’s epistemologies of the South and Mignolo’s concept of epistemic disobedience. Our findings expose three mechanisms of educational imperialism: institutional stratification, where elite universities achieve 84% AI implementation success versus 42% for under-resourced institutions serving marginalized communities; algorithmic violence, manifesting in 34% lower completion rates for students from formerly colonized regions; and epistemological erasure, as AI systems privilege Western scientific paradigms over traditional ecological knowledge. We reconceptualize the TPACK-AI framework as a tool for technological sovereignty, incorporating decolonial pedagogies, algorithmic resistance, and community-centered design. Without systematic decolonization of educational technology, AI integration risks accelerating the exclusion of Indigenous, Black, and Global South voices from environmental leadership. This research contributes strategies for institutions to resist digital colonialism through South-South cooperation, community-controlled technologies, and pedagogies that center rather than silence marginalized ways of knowing.
Reconceptualising Summative Assessment for Sustainable Design and Technology Teacher Development in Zimbabwe Florence Sebele; Faith Nomathemba Tlou; Elphina Mhlanga
Journal of Education for Sustainable Development Studies Vol. 3 No. 1 (2026): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v3i1.67

Abstract

Student wellness and professional competence in Design and Technology (D&T) within Continuous Professional Teacher Development Programs (CPTDPs) are influenced by the design and implementation of summative assessment (SA). While conventional assessments often emphasise rote learning, sustainable and technology-enhanced approaches can foster higher-order skills, creativity, and real-world problem-solving aligned with national development priorities. This study investigated the nature of SA practices in D&T CPTDPs in Zimbabwe, explored students’ and facilitators’ perceptions of their effectiveness, and identified strategies to enhance assessment in line with sustainability pedagogy, technological integration, and Education 5.0 and Vision 2030 objectives. A qualitative, narrative inquiry approach was employed, involving interviews with facilitators, focus group discussions with students, and document analysis of assessment policies, moderation reports, and curriculum materials. Data were analysed thematically and interpreted through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework and sustainability pedagogy, providing insights into both educator capacity and the alignment of assessment with sustainable, higher-order competencies. Findings indicate a persistent dominance of traditional, examination-focused SA, supplemented inconsistently by project-based and applied tasks. Participants reported that conventional assessments constrained creativity, problem-solving, and sustainability-oriented learning, although instances of practical, community-based tasks demonstrated partial alignment with intended outcomes. Barriers included limited technological competence, insufficient institutional support, and constrained assessment literacy. Strategies for improvement highlighted the need for multimodal, technology-enhanced, and authentic assessments, coupled with professional development, policy alignment, and infrastructure support. In conclusion, while current SA practices provide a baseline for evaluating learning, reforms are required to foster higher-order, sustainable competencies in D&T. Integrating technology, sustainability principles, and supportive institutional frameworks can enhance student learning, innovation, and alignment with national priorities, providing actionable guidance for educators, institutions, and policymakers.

Page 4 of 4 | Total Record : 32

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