Determining the digital carbon footprint awareness of pre-service teachers – Nature

Report on Digital Carbon Footprint Awareness Among Pre-Service Teachers in the Context of Sustainable Development Goals

1.0 Executive Summary

This report details a study assessing the awareness levels of pre-service teachers regarding their Digital Carbon Footprint (DCF). The research aligns with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). A scale was developed and administered to 896 pre-service teachers to measure awareness. Findings indicate a moderate level of DCF awareness, highlighting a critical gap in Education for Sustainable Development (ESD). While awareness of the environmental impact of electronic device usage was higher, understanding of data transmission’s impact was comparatively lower. Demographic factors, notably gender and prior environmental education, were found to influence awareness levels. The results underscore the necessity of integrating DCF and digital sustainability into teacher training curricula to empower future educators to foster responsible digital citizenship, thereby contributing to the achievement of the SDGs.

2.0 Introduction: Digitalization and the Sustainable Development Agenda

The rapid global expansion of digital technology, while fostering connectivity and innovation, presents significant challenges to the 2030 Agenda for Sustainable Development. The environmental consequence of this expansion is the Digital Carbon Footprint (DCF)—the CO₂ emissions from digital activities. This issue directly impacts several SDGs:

• SDG 13 (Climate Action): The energy consumption required for data centers, internet usage, and device manufacturing contributes significantly to global greenhouse gas emissions.
• SDG 12 (Responsible Consumption and Production): The lifecycle of digital devices, from resource extraction to the generation of electronic waste (e-waste), exemplifies unsustainable consumption patterns.
• SDG 10 (Reduced Inequalities) & SDG 5 (Gender Equality): The “digital divide” exacerbates existing social and economic inequalities. Disparities in internet access based on gender, age, geography, and socioeconomic status mean that the environmental burdens of digitalization are often borne by vulnerable populations who benefit least from it.

Educators are pivotal in addressing these challenges. Pre-service teachers, as future agents of change, must be equipped with the knowledge to promote sustainable digital practices. This study was initiated to assess their current DCF awareness, providing a baseline for developing educational strategies that align with SDG 4 (Quality Education), specifically Target 4.7, which calls for learners to acquire the knowledge and skills needed to promote sustainable development.

3.0 Theoretical Framework: Situating DCF within Global Sustainability Efforts

3.1 Climate Change and Environmental Footprints

The global climate crisis, characterized by unprecedented atmospheric concentrations of greenhouse gases, is a direct threat to sustainable development. Environmental footprints are key indicators for measuring human impact and are central to monitoring progress on SDG 13 (Climate Action) and SDG 12 (Responsible Consumption and Production). The Digital Carbon Footprint (DCF) has emerged as a critical sub-indicator of the broader carbon footprint, quantifying the emissions from:

1. The production and lifecycle of digital devices.
2. The energy consumption of digital infrastructure (e.g., data centers, networks).
3. Data transfer associated with online activities.

3.2 The Imperative of DCF Awareness for Sustainability

The environmental impacts of digital consumption are often invisible to users, hindering the behavioral change necessary to achieve sustainability goals. Raising DCF awareness is a crucial step toward fostering “digital sobriety”—a conscious and moderate use of digital technologies. This aligns with several SDGs:

• SDG 4 (Quality Education): Integrating DCF awareness into education promotes critical thinking about the socio-environmental impacts of technology, a core component of Education for Sustainable Development.
• SDG 7 (Affordable and Clean Energy): Understanding the energy-intensive nature of the digital sector can drive demand for and investment in renewable energy sources to power digital infrastructure.
• SDG 12 (Responsible Consumption and Production): Awareness can encourage more sustainable behaviors, such as extending the lifespan of electronic devices, reducing e-waste, and minimizing unnecessary data consumption (e.g., streaming, cloud storage).

4.0 Research Methodology

4.1 Study Objectives and Research Questions

The primary objective was to evaluate the DCF awareness of pre-service teachers to inform educational policies that support the SDGs. The research sought to answer the following:

1. What are the DCF awareness levels among pre-service teachers?
2. Do awareness levels differ between the environmental impact of data transmission and electronic device usage?
3. Is there a significant difference in DCF awareness based on demographic characteristics (gender, academic program, parental education, longest-lived settlement)?

4.2 Study Design and Participants

A correlational survey design was employed, utilizing descriptive and causal-comparative methods. The study sample consisted of 896 pre-service teachers. A key instrument, the Digital Carbon Footprint Awareness Scale (DCFAS), was developed and validated for this research. Data were analyzed using exploratory and confirmatory factor analyses, t-tests, and ANOVA.

5.0 Key Findings

5.1 Overall DCF Awareness Levels

Pre-service teachers demonstrated a moderate overall level of DCF awareness. This finding indicates a significant opportunity to enhance ESD within teacher training programs to better align with SDG 4.7.

• Participants showed significantly higher awareness of the environmental impacts of electronic device usage (e.g., e-waste, frequent device replacement) compared to the impacts of data transmission (e.g., streaming, cloud storage, social media use).
• This discrepancy suggests that the more tangible aspects of digital consumption are better understood, while the “invisible” energy costs of data remain largely unrecognized, posing a barrier to achieving SDG 12 and SDG 13.

5.2 Impact of Demographic Factors on Awareness

Analysis revealed that certain demographic variables significantly influence DCF awareness, highlighting the need for targeted educational interventions.

• Gender (Relates to SDG 5): Female participants demonstrated significantly higher DCF awareness across both electronic device usage and data transmission dimensions compared to male participants. This aligns with broader research indicating higher environmental concern among women.
• Environmental Education (Relates to SDG 4): Pre-service teachers who had previously taken an environmental course showed significantly higher DCF awareness. This directly validates the effectiveness of formal education in promoting sustainability consciousness.
• Parental Education: A minor statistical difference was found related to the mother’s educational background for data transmission awareness, though the effect size was small.
• Other Factors: No significant differences in awareness were found based on academic program, longest-lived settlement, or frequency of technology usage.

6.0 Discussion: Implications for Sustainable Development

The study’s findings reveal a critical awareness gap among future educators, which has profound implications for achieving the SDGs. While there is a foundational understanding of e-waste, the substantial environmental cost of data-intensive activities is poorly recognized. This limits the potential for individuals to adopt comprehensively sustainable digital habits, which is essential for progress on SDG 12 (Responsible Consumption and Production).

The higher awareness among female participants points to gendered differences in environmental attitudes that should be considered in educational strategies, contributing to the nuanced implementation of SDG 5 (Gender Equality) in sustainability education. Most importantly, the strong positive correlation between prior environmental education and DCF awareness provides clear evidence for the mandate of SDG 4.7. It confirms that targeted educational initiatives are effective and necessary.

Pre-service teachers are in a unique position to cascade knowledge and shape the behaviors of the next generation. Without a robust understanding of DCF, they cannot effectively integrate principles of digital sustainability into their pedagogy. This would represent a missed opportunity to leverage the education system as a primary driver for achieving climate and sustainability goals.

7.0 Recommendations for Advancing the SDGs

Based on the findings, the following actions are recommended to enhance DCF awareness and contribute to the Sustainable Development Goals:

1. Integrate DCF into Teacher Education Curricula (SDG 4): Universities and teacher training institutions must embed modules on digital sustainability, DCF, and responsible digital consumption into all pre-service teacher programs. This content should cover both device lifecycles and the environmental impact of data.
2. Develop Targeted Awareness Campaigns (SDG 12 & SDG 13): Educational campaigns should be designed to make the “invisible” impacts of data transmission visible. These campaigns should utilize clear metrics and relatable examples to illustrate the carbon footprint of everyday online activities like video streaming, social media, and cloud storage.
3. Promote “Digital Sobriety” as a Core Competency (SDG 12): Educational programs should promote conscious and efficient use of digital tools. This includes teaching practical skills such as managing data storage, reducing email attachment sizes, unsubscribing from unnecessary newsletters, and choosing lower-resolution video streaming options.
4. Leverage Education to Address E-Waste (SDG 12): Curricula should emphasize the principles of the circular economy in relation to electronics, encouraging behaviors such as repairing devices, extending their lifespan, and ensuring proper recycling.
5. Support Further Research: Additional research is needed to explore DCF awareness across different societal groups and to develop and assess the effectiveness of various educational interventions aimed at promoting sustainable digital behaviors.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

The article on the Digital Carbon Footprint (DCF) connects to several Sustainable Development Goals (SDGs) by exploring the environmental, social, and educational dimensions of digitalization.

1. SDG 4: Quality Education
   • The study’s primary focus is on assessing the “DCF awareness levels of pre-service teachers.” This directly relates to education’s role in promoting sustainability. The article emphasizes that teachers are crucial in shaping the digital habits of future generations and that integrating sustainability into teacher education is vital. It states, “Pre-service teachers, as future shapers of digital behavior among younger generations, are uniquely positioned to understand the implications of the DCF and to cultivate sustainable digital habits through informed pedagogical practices.”
2. SDG 5: Gender Equality
   • The article explicitly discusses gender inequality in the context of the digital divide. It cites data showing that “the global percentage of women using the internet was 6% lower than that of men, reflecting gender inequality in access to and use of digital resources.” Furthermore, the study analyzes DCF awareness based on gender, finding that “female participants had significantly higher awareness than male participants,” linking gender to environmental awareness in the digital realm.
3. SDG 9: Industry, Innovation, and Infrastructure
   • The article revolves around the infrastructure of the digital world, specifically “information and communication technologies (ICT).” It discusses the environmental impact of this infrastructure, noting that “the increasing energy consumption associated with information and communication technologies (ICT) was identified as a significant source of carbon emissions.” This connects to the need for sustainable industrialization and innovation in the tech sector.
4. SDG 10: Reduced Inequalities
   • The article highlights how digitalization can exacerbate inequalities. It discusses the “digital gap” and “intergenerational digital inequities,” citing statistics that “internet access in rural areas is half that of urban areas” and that digitalization is “significantly higher among younger populations.” It also points out that the environmental consequences of digitalization disproportionately affect less-developed nations, stating that environmental impacts “often manifest as waste exports or environmental harm to less-developed nations.”
5. SDG 12: Responsible Consumption and Production
   • The core concept of the DCF is tied to consumption patterns—specifically, “digital consumption.” The article discusses the environmental impact of producing and using digital devices, mentioning that “electronic waste recognized as the fastest-growing waste stream globally has emerged as a significant environmental concern.” It calls for raising awareness to foster “sustainable digital habits” and “responsible digital behaviors,” which are central to this goal.
6. SDG 13: Climate Action
   • This is the most central SDG to the article. The DCF is defined as “the carbon emissions caused by individuals during their online activities.” The article directly links digital activities to climate change, stating that “the atmospheric concentrations of carbon dioxide (CO2)… have reached unprecedented levels” and that the DCF is a “significant contributor to global carbon emissions.” The entire study is framed as an effort to understand and ultimately mitigate a driver of climate change.

2. What specific targets under those SDGs can be identified based on the article’s content?

Based on the article’s discussion, several specific SDG targets can be identified:

1. Target 4.7: Ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles.
   • The study’s purpose is to “assess the DCF awareness levels of pre-service teachers” and notes that the findings “may provide valuable contributions to the planning of future educational programs and environmental awareness initiatives.” This directly aligns with educating for sustainable development.
2. Target 5.b: Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women.
   • The article highlights a barrier to this target by citing that “in 2022, the global percentage of women using the internet was 6% lower than that of men,” indicating a gap in access to enabling technology that needs to be closed.
3. Target 9.c: Significantly increase access to information and communications technology and strive to provide universal and affordable access to the Internet in least developed countries.
   • The article discusses the “digital divide” where “internet access in rural areas is half that of urban areas,” and notes significant disparities based on geography and development levels, which relates directly to the goal of universal access.
4. Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of age, sex… or other status.
   • The article’s discussion of the “digital gap” based on gender, age (“intergenerational digital inequities”), and location (urban vs. rural) directly addresses the challenges to achieving full digital and social inclusion.
5. Target 12.5: By 2030, substantially reduce waste generation through prevention, reduction, recycling and reuse.
   • The article identifies “electronic waste recognized as the fastest-growing waste stream globally” as a major environmental issue stemming from digital consumption, linking directly to the need for waste reduction.
6. Target 12.8: By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature.
   • The entire study is an exercise in measuring progress toward this target. It aims to “determine the DCF awareness levels” and concludes that there is a need to “raise awareness of its environmental consequences… particularly in educational settings.”
7. Target 13.3: Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning.
   • The article’s focus on measuring and improving “critical climate awareness” and “DCF awareness” among pre-service teachers is a direct implementation of this target, aiming to build human capacity for climate change mitigation through education.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article mentions and implies several indicators that can be used to measure progress.

1. Digital Carbon Footprint (DCF) Awareness Levels:
   • The primary indicator developed and used in the study is the “Digital Carbon Footprint Awareness Scale (DCFAS).” The scores from this scale, which measure awareness of “data transmission” and “electronic device usage,” serve as a direct quantitative indicator for Targets 4.7, 12.8, and 13.3. The finding that participants have a “moderate level of DCF awareness” provides a baseline measurement.
2. Statistics on the Digital Divide:
   • The article cites specific statistics that act as indicators of inequality (Targets 5.b, 9.c, and 10.2). These include:
     • The percentage gap in internet use between men and women (“6% lower than that of men”).
     • The disparity in internet access between urban and rural populations (“72% of the urban global population has internet access at home, compared to only 37% in rural areas”).
     • The gap in internet usage across age groups (“98% in the 15–24 age group in Europe) compared to older populations (45% in the 65+ age group”).
3. Carbon Emissions from Digital Activities:
   • The article provides quantitative estimates that serve as indicators of the environmental impact of digitalization (relevant to SDG 13). It states that “CO₂ emissions from internet use alone account for approximately 6% to 12% of the global total,” which is a key indicator of the scale of the problem.
4. Volume of Electronic Waste:
   • The article refers to “electronic waste recognized as the fastest-growing waste stream globally.” The quantity and growth rate of e-waste is a critical indicator for measuring progress on responsible consumption and production (Target 12.5).
5. Participation in Environmental Education:
   • The study found that pre-service teachers “who had taken an environmental course” had “significantly higher awareness.” This implies that the rate of participation in environmental education courses can be used as an indicator for progress on Targets 4.7 and 13.3.

4. Summary Table of SDGs, Targets, and Indicators

Source: nature.com