Sustainable digitalization in education: perspectives of Latvian educational professionals

Abstract

The fields of education and sustainable development are currently facing several challenges resulting from the rapid development of digital technologies. Education is considered a fundamental prerequisite both for achieving sustainable development and for fostering the meaningful and responsible use of digital technologies. However, the role of digital technologies in promoting sustainable development has often been approached in a narrow and superficial manner. This study explores perceptions of digital sustainability (“digitainability”) among Latvian educational professionals. The research involved semi-structured interviews with Latvian teachers ( n = 3) and a focus group discussion with school representatives ( n = 5). The qualitative data were analyzed using thematic analysis. The findings indicate that professionals' views on the role of digital technologies in promoting sustainability are predominantly focused on individual projects and isolated activities rather than on a systematic and long-term strategic approach. Teachers emphasized that digital technologies are perceived as an externally imposed and unavoidable component of the educational process rather than as a pedagogical choice grounded in teachers' own professional beliefs and values. The study highlights the importance of considering environmental, pedagogical, and ethical dimensions when examining sustainable digitalization in school practice. The findings also illustrate participants' perceived tensions between institutionally driven digitalization and sustainability considerations in everyday educational practice.