Speaker
Description
In the context of the global climate crisis, the transition towards a more sober and sustainable use of digital technologies in education becomes a priority. The massive adoption of online platforms in schools leads to increased energy consumption and an increase in CO2 emissions. In response to these challenges, a Moroccan initiative, part of the national digital classes project, proposes an innovative alternative: the use of local digital resources, accessible offline via portable devices.
This approach aims to reduce dependence on Internet infrastructure while ensuring equitable access to educational content, particularly in areas with limited connectivity. It is accompanied by targeted training for teachers, raising their awareness of the environmental impacts of digital technology and providing them with tools for an eco-responsible pedagogy.
A field study conducted with 200 secondary students in Marrakech was used to evaluate the effectiveness of this device. The results reveal a significant improvement in learners' engagement, their autonomy, as well as a strengthening of their environmental awareness. This approach illustrates the possibility of reconciling techno-educational innovation, educational inclusion, and ecological responsibility by anchoring climate education in local realities.
Keywords: Education for sustainable development, sober digital technologies, offline platform, educational inclusion, climate change, learner autonomy, digital sobriety.
