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Effectiveness of PBL for Learning E-Sustainability: A Study With Students of the Bachelor's Degree in Early Childhood Education
Abstract
This research aimed to assess the effectiveness of Problem-Based Learning (PBL) to improve the competencies of future Early Childhood Education teachers in digital sustainability. For this, a quasi-experimental pretest-posttest study with an equivalent control group was designed. 163 students of the 2nd Degree of Early Childhood Education at the University of Alicante (Spain) worked on e-sustainability through PBL (experimental group) and 105 with traditional classroom methodology (control group). A comparative analysis of the data was conducted with the statistical analysis software SPSS version 29.0. The results showed statistically significant differences in favor of PBL, particularly in knowledge about the safe and responsible use of digital technologies. In contrast, this didactic methodology had a lower impact on the development of skills and attitudes favorable to e-sustainability. The authors discuss the possible reasons and conclude with some proposals to promote the use of PBL for teaching digital sustainability among future teachers.
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