Training to transform: environmental crises, educational equity and the pedagogical challenge of sustainability

This essay seeks to focus on the interconnections between pedagogy, technology and sustainability, with the aim of outlining a theoretical framework for an educational path of maturation and awareness, starting in school, on the complex roles of the contemporary citizen. Through a critical and systemic approach, it examines the role of digital technologies as learning environments and the need for training geared towards recognising and valuing differences, cultural heritage and historical memory, detached from selective and instrumental use, in order to design training in terms of integral ecology. With the support of empirical research data, the aim is to show how pedagogy, as the science of human education in its entirety, must reformulate its educational models by integrating technological innovation, digital ethics and environmental sustainability for the education of the future. To be authen-tically humanistic, it must combine technological skills and participatory citizenship skills, which also include ecological responsibility, promoting a planetary citizenship that is also aware of cultural differences for the benefit of the quality of life of communities.