References
- Biesta, G. (2010). Good education in the age of measurement. Ethics, politics, democracy. Paradigm Publishers.
- Blum, L. (2023). Neoliberalism and education. In R. Curren (Ed.), Handbook of philosophy of education (pp. 257–269). Routledge.
- Cole, M., & Engeström, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 1–46). Cambridge University Press.
- Emejulu, A., & McGregor, C. (2019). Towards a radical digital citizenship in digital education. Critical Studies in Education, 60(1), 131–147. https://doi.org/10.1080/17508487.2016.1234494
- Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448. https://www.learntechlib.org/primary/p/181966/
- Gamage, K. A. A., & de Silva, E. K. (2022). Sustainable development: Embedding sustainability in higher education. In K. A. Gamage & N. Gunawardhana (Eds.), The Wiley handbook of sustainability in higher education learning and teaching (pp. 1–9). Wiley & Sons.
- Gavinolla, M. R., Livina, A., & Swain, S. K. (2022). State of the research on teacher education and sustainability: A bibliometrics analysis. Journal of Teacher Education for Sustainability, 24(2), 147–165. https://doi.org/doi:10.2478/jtes-2022-0022
- Giroux, H. A. (2018). Teachers as transformative intellectuals. In E. B. Hilty (Ed.), Thinking about schools (pp. 183–189). Routledge.
- Grünberger, N. (2023). Participation as a key principle of Education for Sustainable Development in the postdigital era. In A. Weich & F. Macgilchrist (Eds.), Postdigital participation in education (pp. 13–34). Palgrave Macmillan.
- Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: Implications for teacher education. European Journal of Teacher Education, 41(2), 214–231. https://doi.org/10.1080/02619768.2017.1416085
- Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European Educational Research Journal, 6(2), 109–124. https://doi.org/10.2304/eerj.2007.6.2.109
- Jacobs, G., & Murray, M. (2010). Developing critical understanding by teaching action research to undergraduate psychology students. Educational Action Research, 18(3), 319–335. https://doi.org/10.1080/09650792.2010.499789
- Jickling, B., & Wals, A. (2013). Probing normative research in environmental education. In R. B. Stevenson, M. Brody, J. Dillon, & A. Wals (Eds.), International handbook on environmental education (pp. 74–86). Routledge.
- Kemmis, S. (2009). Action research as a practice-based practice. Educational Action Research, 17(3), 463–474. https://doi.org/10.1080/09650790903093284
- King, J., Rieckmann, M., Fischer, D., Barth, M., Büssing, A. G., Hemmer, I., & Lindau-Bank, D. (2022). International trends in research on environmental and sustainability education in teacher education. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 885–890). Springer.
- Klafki, W. (2002). Dannelsesteori og didaktik: Nye studier [Theory of Bildung and didaktik: New studies]. Klim.
- Kopnina, H. (2012). Education for sustainable development (ESD): The turn away from ‘environment’ in environmental education? Environmental Education Research, 18(5), 699–717. https://doi.org/10.1080/13504622.2012.658028
- Lindberg, Y., & Haglind, T. (2024). Who holds the future? Value enactment through futures framing by upper secondary school teachers. In A. Buch, Y. Lindberg, & T. C. Pargman (Eds.), Framing futures in postdigital education, postdigital science and education (pp. 21–38). Springer. https://doi.org/10.1007/978-3-031-58622-4_2
- Lund, A., & Aagaard, T. (2020). Digitalization of teacher education: Are we prepared for epistemic change? Nordic Journal of Comparative and International Education, 4(3), 56–71. https://doi.org/10.7577/njcie.3751
- Macgilchrist, F., Allert, H., Cerratto Pargman, T., & Jarke, J. (2024). Designing postdigital futures: Which designs? Whose futures? Postdigital Science and Education, 6(1), 13–24. https://doi.org/10.1007/s42438-022-00389-y
- Makrakis, V., & Kostoulas-Makrakis, N. (2012). Course curricular design and development of the M. Sc. programme in the field of ICT in education for sustainable development. Journal of Teacher Education for Sustainability, 14(2), 5–40. https://doi.org/10.2478/v10099-012-0007-7
- Mills, K. A., Unsworth, L., & Scholes, L. (2023). Literacy for digital futures. Mind, body, text. Routledge.
- Monserrate, S. G. (2022). The cloud is material: On the environmental impacts of computation and data storage. MIT Case Studies in Social and Ethical Responsibilities of Computing, Winter 2022. https://doi.org/10.21428/2c646de5.031d4553
- Paulsen, M. (2022). Bildung and technology. Historic and systematic relationships. In D. Kergel, M. Paulsen, J. Garsdal, & B. Heidkamp-Kergel (Eds.), Bildung in the digital age. Exploring Bildung through digital media in education (pp. 7–28). Routledge. https://doi.org/10.4324/9781003158851-3
- Pieper, M., Neuhaus, T., & Vogt, M. (2023). Postdigital Bildung as a guiding principle to foster inclusion in educational media. In A. Weich & F. Macgilchrist (Eds.), Postdigital participation in education: How contemporary media constellations shape participation (pp. 59–79). Palgrave Macmillan.
- Pipere, A. (2019). Journal of Teacher Education for Sustainability after the UN decade of education for sustainable development: Exploring for the future. Journal of Teacher Education for Sustainability, 21(1), 5–34. https://doi.org/10.2478/jtes-2019-0002
- Ragnedda, M. (2020). Enhancing digital equity: Connecting the digital underclass. Palgrave Macmillan.
- Rieckmann, M. (2018). Learning to transform the world: Key competencies in Education for Sustainable Development. Issues and Trends in Education for Sustainable Development, 39(1), 39–59.
- Salīte, I., Briede, L., Ivanova, O., Świtała, E., & Boče, A. (2024). An evolutionary-ecological perspective in teacher education: A transdisciplinary approach in ecopedagogy. Journal of Teacher Education for Sustainability, 26(2), 211–227. https://doi.org/10.2478/jtes-2024-0023
- Selwyn, N. (2017). Education and technology: Critical questions. In G. M. dos Santos Ferreira, L. A. da Silva Rosado, & J. de Sá Carvalho (Eds.), Education and technology – critical approaches (pp. 105–122). Universidade Estácio de Sá.
- Selwyn, N. (2021). Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis. E-Learning and Digital Media, 18(5), 496–510. https://doi.org/10.1177/20427530211022951
- Selwyn, N. (2024a). The critique of digital education: Time for a (post)critical turn. In R. Gorur, P. Landri, & R. Normand (Eds.), Rethinking sociological critique in contemporary education: Reflexive dialogue and prospective inquiry (pp. 48–62). Routledge.
- Selwyn, N. (2024b). Digital degrowth: Toward radically sustainable education technology. Learning, Media and Technology, 49(2), 186–199. https://doi.org/10.1080/17439884.2022.2159978
- Skantz-Åberg, E., Lantz-Andersson, A., Lundin, M., & Williams, P. (2022). Teachers’ professional digital competence: An overview of conceptualisations in the literature. Cogent Education, 9(1), 2063224. https://doi.org/10.1080/2331186X.2022.2063224
- Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5, 1519143. https://doi.org/10.1080/2331186X.2018.1519143
- Spiro, J. (2023). Starting with self: Researching as an insider. In C. Brown & M. Wild (Eds.), Ethical delemmas in educational research (pp. 111–126). Open University Press. McGraw Hill.
- Srinivasan, R., & Bloom, P. (2021). Tech barons dream of a better world – Without the rest of us. In B. Herlo, D. Irrgang, G. Joost, & U. A. (Eds.), Practicing sovereignty: Digital involvement in times of crises (pp. 23–45). Transcript. https://doi.org/10.14361/9783839457603
- United Nations Educational, Scientific and Cultural Organization. (2017). Education for sustainable development goals. Learning objectives. United Nations. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000247444
- Weich, A., & Macgilchrist, F. (2023). Postdigital participation in education: An introduction. In A. Weich & F. Macgilchrist (Eds.), Postdigital participation in education: How contemporary media constellations shape participation (pp. 1–10). Palgrave Macmillan.
- Werse, N. R. (2023). The quest to cultivate an ecocritical awareness in educational technology scholarship: A question of disciplinary focus in the age of environmental crisis. British Journal of Educational Technology, (54), 1878–1894. https://doi.org/10.1111/bjet.13327
- Willbergh, I. (2015). The problems of ‘competence’and alternatives from the Scandinavian perspective of Bildung. Journal of Curriculum Studies, 47(3), 334–354.