3. Conclusion

Concepts related to sustainability are growing in significance, in the context of the world, harboring a population of 7 billion, with resources becoming limited. This makes it imminent the need for individuals and societies to take responsibility for their actions. Actions, here and today, can have implications for the lives and livelihoods of people in other parts of the world,

This emphasizes the need to empower learners through responsible educational practices by which competencies like critical thinking, imagining future scenarios, and making decisions in

> Digital resource identification, retrieval, and utilization Digital resource organization, data mining, and data analytics Peer tutoring, online tutoring, social media networking and developing online community

Use of digital resources, Wikis, blogs, online platforms, social media, MOOCS for collecting information for attaining concepts with regard to sustainability

use of online databases and use of statistical applications like R, SPSS, and MATLAB for analysis leading to knowledge generation and problem with regard to sustainability through activities like: trace the environmental history. Sustainability models offer opportunity to attempt chronological analysis, time series analysis, and projections of the

Footprint calculations compared over individuals, groups, or entire nations can provide a basis for wide-ranging discussions of inequality in resource use and waste, as well as the cultural, political, and economic systems that

Policy analysis. More precise ecological accounting inevitably leads to discussions of different regimes of resource management and thus offers opportunities to debate environmental policy at the local, national, or global level. Furthermore, because ecological footprints can suggest multiple and highly different models of achieving sustainability, they may foster discussion about a wide range of environmental

through activities like:

future

structure them.

policies.

Project future directions.

SUSSKILLS TECH SKILLS TECHSUS SKILLS

28 New Pedagogical Challenges in the 21st Century - Contributions of Research in Education

problems

Table 3. Technology-mediated pedagogies for enhancing skills of sustainability (TECHSUS).

as well as for future generations [20].

SUSSKILLS TECH SKILLS TECHSUS

Carbon calculators—measures of carbon resource consumption necessary to curb such problems as climate change Equipping others to practice

Practice, preach, and perform-conserving

Ecological literacy. Provide occasions to discuss natural resource and waste management, particularly resource depletion, renewal, and toxification. Enhancing social skills by community engagement for learning such things as population demographics, consumption trends, and economic development models, and policy priorities, lifestyle

Community living and digital citizenship

provide a unique feedback. Communication and collaboration activities for initiating dialogs and forums for discussions, deliberations and formulating judgments, Ecological footprinting, encouraging investigation and discussing processes to minimize and eliminate problems related to

achieving targets

Acquire skills of sustainability Experimenting and experiencing sustainability—age 11–14 years Ecology footprinting—calculating natural resource use, measure levels of resource consumption relative to resource availability, the consumption of individuals, campus communities, cities,

SKILLS

or entire nations.

sustainability

choices.

resources, ecological

a collaborative way are cultivated and enhanced.

To conclude, ensuring inclusive and equitable quality technology and engineering education and promoting lifelong learning opportunities for all has been envisaged under goal 4 of the sustainable development goals. How well students learn in the learning place equips learners with skills of global citizenship. These get transferred to the work environment. The current global scenario requires engineers to be global citizens, as well as aspirational, ethical leaders" [20]. Hence, it is necessary that timely curricular intervention is required to address the needs of skilled manpower for sustainability education.

Sustainability education can be imparted through the use of digital resources, Wikis, blogs, online platforms, social media, MOOCS for collecting information, and for attaining concepts with regard to sustainability through activities like, use of online databases and use of statistical applications like R, SPSS, and MATLABS for analysis, leading to knowledge generation and problem solving with regard to sustainability through activities like tracing the environmental history. Sustainability models offer opportunity to attempt chronological analysis, time series analysis, and projections of the future.

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Technology-Mediated Pedagogies for Skill Acquisition toward Sustainability Education

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Footprint calculations whereby individuals, groups, or entire nations are compared can provide a basis for wide-ranging discussions and highlight instances of inequality in resource use. More precise ecological accounting inevitably leads to discussions of different regimes of resource management and thus offers opportunities to debate environmental policy at the local, national, or global level. Furthermore, because ecological footprints can suggest multiple and highly different models of achieving sustainability, they may foster discussion about a wide range of environmental policies and project future directions.

Governments have a role in building capabilities through formulating the right policies based on research and global trends. Implementing these in various educational settings will help to drive innovation and infusion toward developing a sustainability-empowered community for the future. It can, therefore, be concluded that digital technologies may be effectively utilized for deploying TMPs, which would contribute toward skill acquisition for sustainable living.
