Challenges of Online Higher Education in the Face of the Sustainability Objectives of the United Nations: Carbon Footprint, Accessibility and Social Inclusion
Challenges of Online Higher Education in the Face of the Sustainability Objectives of the United Nations: Carbon Footprint, Accessibility and Social Inclusion
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DOI：
10.3390/su11205580
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发表时间：
2019-10-02
期刊：
影响因子：
3.9
通讯作者：
Bocos, Elvira
中科院分区：
文献类型：
--
作者：
Perales Jarillo, Mikel;Pedraza, Luis;Bocos, Elvira
本文分析了联合国通过的《2030年议程》提出的三个可持续发展目标（sdg），以及在线教育模式如何帮助实现这些目标。具体来说，本文讨论的三个目标是：(i)确保包容和公平的优质教育，促进全民终身学习机会（目标4）；减少国家内部和国家之间的不平等（目标10）；（三）采取紧急行动应对气候变化及其影响（目标13）。这项工作从根本上深入研究了与在线工程教育相关的方面，例如在线教育中碳足迹的影响，减少地理障碍和社会差距，以及对教育环境的完全在线可访问性。最后，本文介绍了拉里奥哈国际大学的案例，其100%的在线方法，以及分布在世界各地的大约42,000名学生。该机构得到了一些工具的支持，这些工具有助于为行动不便和地理上分散的人提供工程培训，通过远程培训减少碳足迹。
This article analyses three of the Sustainable Development Goals (SDGs) gathered by the 2030 Agenda and adopted by the United Nations, and how online educational models may help to reach these goals. Specifically, the three goals discussed through this article are: (i) Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (Goal 4); (ii) reduce inequality within and among countries (Goal 10); and (iii) take urgent action to combat climate change and its impacts (Goal 13). This work delves fundamentally into aspects related to online engineering education, such as the impact of the carbon footprint in online education, the reduction of geographical barriers and the social gap, and the complete online accessibility to the educational environment. Finally, this article presents the case of the International University of La Rioja with its 100% online methodology, and approximately 42,000 students distributed throughout the world. This institution is supported by tools that facilitate engineering training for people with reduced mobility and who are geographically dispersed, reducing the carbon footprint through remote training.