Jordan, Katy (2020) Beyond indicators:A scoping review of the academic literature related to sdg4 and educational technology. In: Addressing Global Challenges and Quality Education - 15th European Conference on Technology Enhanced Learning, EC-TEL 2020, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) . Springer Science and Business Media Deutschland GmbH, DEU, pp. 353-357. ISBN 9783030577162
Full text not available from this repository.Abstract
It is now five years since the 2030 Agenda for Sustainable Development was adopted by all UN member states. While education is arguably a key part of unlocking progress towards all the Sustainable Development Goals (SDGs), SDG4 places education squarely on the agenda. There is a wealth of indicator data available to track progress towards SDG4. However, this presents only a partial view, by focusing on measurable outcomes, rather than the processes behind them. This raises a question of how SDG4 is being addressed and reported through academic research. This paper presents the findings of a scoping review, undertaken with a focus on the academic literature linking SDG4 and educational technology. A literature search of three major academic databases yielded 146 records which referred to SDG4. Screening for educational technology topics (broadly defined) narrowed the sample to 18 papers. Papers were categorised according to how they relate to SDG4, methodology, geographic focus, educational context, and use of educational technology. While published academic research explicitly linked educational technology and SDG4 is in its infancy, the field is growing, and gaps are identified for further work in this area.