Transformative Education for Sustainable Futures: Exploring Green ICT Awareness and Practices among Higher Education Students
Keywords:
Green ICT, sustainable development, higher education, student awareness, gender differences, National Education Policy 2020, Sustainable Development GoalsAbstract
This research aims to explore the awareness, practices, motivational factors, and barriers of green information and communication technology (ICT) among higher education students at Central University, Delhi, relating to India’s national education policy 2020 and the United Nations’ sustainable development goals. A descriptive survey research design was used; data were collected using a structured questionnaire from 195 students. The questionnaire aimed to evaluate practitioners’ green ICT awareness, practices, motivations, and barriers. Descriptive and non-parametric inferential statistics, such as the Mann–Whitney U and Kruskal–Wallis tests, were employed. Students’ understanding of green ICT was moderate, but their actual involvement in green ICT practices was lower, indicating an awareness–practice gap. Females scored higher on green ICT awareness, while males scored higher on sustainable ICT behaviors. Peer pressure and institutional requirements were the main drivers for adoption, and the primary barriers were a lack of training, education, and green products. This study addresses a significant research gap by providing empirical evidence on green ICT awareness, practices, and the awareness–practice gap among higher education students in India, a context underexplored in existing literature. It uniquely investigates gender-based disparities (higher awareness among females, higher practice among males). It identifies peer influence and institutional mandates as primary drivers, offering novel insights for aligning institutional strategies with India’s national education policy (NEP) 2020 and the UN sustainable development goals (SDGs). Results are based on self-report data from a single university. Further wider, longitudinal, and multimethod studies are recommended. The results guide educators and policymakers to develop interventions that reduce the awareness–practice gap and promote sustainable ICT practices.
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