Sobriété numérique et acteurs de l’éducation : analyse croisée de leur sentiment de compétence et de leurs usages déclarés

Abstract

According to Ademe, the digital footprint contributes to climate change. Education plays a key role in promoting digital sobriety. A survey carried out in 2022 collected teachers’ feelings of competence and declared uses of digital technology in terms of their maturity in terms of digital sobriety. The results reveal their lack of experience in this area, even though they generally recognise the environmental impact of technology. They do not feel able to adopt reflective practices, such as using life cycle analysis or applying eco-responsible mechanisms when purchasing equipment. In addition, they do not feel able to exercise eco-responsible digital skills such as online collaboration or the creation of eco-friendly digital content. Although participants have eco-responsible behaviours when it comes to consumption, other areas such as environmental management, browsing and online communication show more mixed results. These shortcomings can be attributed to a low sense of competence and a lack of technical knowledge. These findings underline the importance of training for education professionals. This is why, on the basis of our results, we are proposing some recommendations, particularly concerning awareness of digital sobriety and the acquisition of eco-responsible skills.

Keywords

• digital sobriety
• professional training
• digital maturity
• ecological maturity
• sense of competence
• digital citizenship