Benchmark 8
Staff and students are empowered digital citizens advocating for environmental sustainability and positive social action, recognising the interconnectedness of technology and human well-being
What would this ideally look like?
The institution makes decisions that promote social and climate justice, including minimising environment impact (rooted in a strong understanding of how digital technologies impact the environment, for example via cloud storage energy usage) and the impact of technological use on marginalised groups and people in the Global South. This consideration should be embedded in all decision-making alongside statutory requirements to conisder the Public Sector Equality Duty. This includes a commitment to data safety and meeting GDPR legislation.
Self-assessment descriptors
Level 0 (Absent):
No consideration is given to the environmental impact of technology use. The institution lacks policies, awareness, or initiatives related to sustainable technology practices and positive social action, and technology use is entirely focused on immediate needs without regard to long-term environmental effects.
Level 1 (Emerging):
Some initial awareness of the environmental impact of technology use exists, but actions are limited. There may be occasional discussions and minor efforts to reduce environmental impact (e.g. recycling technology) and create positive social change (e.g. fostering inclusion in digital spaces), but there is no structured or sustained approach.
Level 2 (Developing):
The institution has begun implementing policies or initiatives aimed at minimising the environmental footprint of technology use and improving lives of the community that it serves. Efforts may include promoting responsible e-waste disposal, reducing energy consumption through IT policies, selecting eco-friendly technology options where feasible, programmes of volunteering and fund raising for social programmes. However, these initiatives are relatively new and may not be comprehensive or applied evenly across the institution at all levels.
Level 3 (Proficient):
A structured approach to minimising the environmental impact of technology use is in place with programmes of community engagement and capacity building that regularly brings the institution and community together. Policies include sustainable purchasing decisions, energy-efficient technology, regular e-waste recycling programmes, and educational efforts to raise awareness about responsible technology use. The institution actively monitors its environmental footprint and social programmes and makes ongoing improvements.
Level 4 (Advanced):
The institution demonstrates a strong commitment to environmentally sustainable technology practices, with advanced policies and a culture of environmental responsibility embedded within DCE. The institution has become deeply embedded in the surrounding community and creates social change by empowering community members to act on issues they feel passionate about. Green technology initiatives are well-integrated, including sustainable purchasing, renewable energy use, and robust e-waste management systems. Students and staff are engaged in understanding and reducing the environmental impact of digital practices, and the institution is recognised as a leader in enabling positive social change.
Reflective questions to guide decision making
- How does our DCE curriculum address issues of climate change, sustainability and social justice?
- How do we ensure that our curriculum prepares students to be responsible digital citizens with an awareness of both local and global issues?
- What learning resources, such as case studies or projects, can enhance students' understanding of digital citizenship’s social and environmental dimensions?
- How will we measure the impact of this curriculum on students’ awareness and commitment to social justice and climate action?
- In what ways can we link digital citizenship to broader themes of social responsibility, equity, and environmental sustainability?
- What steps can we take to minimise the environmental impact of our technology use within DCE?
- How do we promote sustainable practices, such as responsible e-waste disposal and energy-efficient technology use?
- What impact is the institution’s digital citizenship provision having on the local and global community? For example, is this in line with the Global Competency assessment conducted by PISA or are the students involved in implementing their new skills to solve real world issues?
- What policies or strategies can support a shift towards greener technology practices in our institution?
- How do we raise awareness among students and staff about the environmental implications of digital practices, including AI use?
- What metrics will we use to monitor and report on our progress in reducing the environmental impact of technology?
Practical steps
Low resource
- Empathy Games: Platforms like Kind Words or That Dragon,
- Diversity Training: Access to tools like Learning for Justice resources for creating an inclusive digital culture.
- Assistive Technologies: Inclusive design tools such as Microsoft Accessibility Checker or Google’s accessibility features.
- Digital Moderation Tools: Platforms like Flipgrid to manage and moderate inclusive online discussions.
- Digital Storytelling Platforms: Tools like Adobe Spark or Book Creator for students to share stories promoting empathy and inclusion.
High resource
- Create an annual DCE showcase involving the broader community.
- Train a cohort of student digital mentors to lead peer support.
- Offer reduced timetables for DCE project leads.
- Develop staff champions for digital innovation and citizenship.