Innovative model for the integration of ICTs in rural environmental education: towards a sustainable pedagogy

This study examines the hypothesis that effective integration of Information and Communication Technologies (ICT) in environmental education, through well-designed pedagogical strategies and the development of critical digital competencies, can significantly improve sustainability learning and student engagement with environmental issues. Through a rigorous bibliometric analysis of the literature between 2018 and 2023, we developed the Model of Pedagogical Integration for Sustainability and Technology (MIPST), which is grounded in active pedagogy, critical digital competence, inclusion and accessibility, and community engagement. The findings suggest that ICT, when implemented within an appropriate pedagogical framework, not only offer valuable tools for sustainability teaching and learning, but that their success is crucially dependent on effective inclusion and community collaboration. This paper contributes to the field of environmental education by providing a detailed framework for effective ICT integration, with the potential to transform both the teaching and learning of sustainability. Furthermore, it highlights the importance of tailoring educational interventions to the specific needs of each community, ensuring that technology serves as a bridge to a more sustainable and equitable future