Enhancing 21st Century Teachers Through Eco-Digital Pedagogy


  • Edi Kurniawan Samarang State University
  • Muhammad Akhyar Universitas Sebelas Maret
  • Chatarina Muryani Universitas Sebelas Maret
  • Asrowi Asrowi Universitas Sebelas Maret




Ecopedagogy, Digital Pedagogy, Eco-Digital Pedagogy, 21st Century


Pedagogy plays an essential role in the learning process. Ecopedagogy and digital pedagogy are two of its derivatives. This study focuses on the combination of the two pedagogical models, namely Eco-Digital Pedagogy (EDY). It proposes to reveal the effectiveness of the implementation of the EDY model on the readiness of prospective 21st century teachers. This study's population was Geography students at Semarang State University (UNNES). The data obtained were tested by paired t-test and strengthened by the N-Gain test. The results show that the implementation of the EDY model has proven effective in increasing the ability of prospective teachers, namely in 1) showing the leadership skills, 2) creating an environment that respects the diversity of students, 3) understanding every content they deliver, 4) facilitating learning to their students, and 5) reflecting on their teaching practices. This positive result indicates that the EDY model can be used to further develop the abilities of prospective teachers to generate better outputs in the learning process.


Download data is not yet available.


Acharya, K. P., Budhathoki, C. B., Bjonness, B., & Devkota, B. (2020). School gardening activities as contextual scaffolding for learning science: participatory action research in a community school in Nepal. Educational Action Research.

Afalla, B. T., Fabelico, F. L. (2020). Pre-service teachers’ pedagogical competence and teaching efficiency. Journal of Critical Review, 7(11), 223-228.

Ahuja, S. & Yadav, D. (2019). Effect of digital pedagogy interventions in rural areas. MIER Journal of Educational Studies, Trends & Practices, 9(2), 227-240.

Ariana, Y. K., Ulfatin, N., Imron, A., Maisyaroh. (2019). Teacher awareness about multicultural in curriculum management and instructional development in senior high school. Advances in Social Science, Education and Humanities Research, 381, 100-107.

Bolkan, S. & Goodboy, A. (2009). Transformation leadership in the classroom: Fostering student learning, studeng participation, and teacher credibility. Journal of Instructional Psychology, 36(4), 296-305.

Brouwer, N. & Korthagen, F. (2005). Can teacher education make a difference ? American Educational Research Journal, 42(1), 153-224.

Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93-97.

Calacar, G. B. (2020). Teaching the 21st century skills: Teachers’ competence, practice, and challenges. Journal of World Englishes and Educational Practices, 2(2), 81-91.

Calderone, S., Kent, A., & Green, A. (2018). Teacher leaders and student achievement: Can the dots be connected ? Revista Electronica de Educacao, 12(2), 395-407.

Castro, F. G., Barrera Jr, M., & Holleran Steiker, L. K. (2010). Issues and challenges in the design of culturally adapted evidence-based interventions. Annual review of clinical psychology, 6, 213-239.

Choi, S. & Lee, S. W. (2020). Enhancing teacher self-efficacy in multicultural classrooms and school climate: The role of professional development in multicultural education in the United States and Sout Korea. AERA Open, 6(4), 1-17.

Crow, M. L. & Nelson, L. P. (20). The effect of using academic role-playing in a teacher education service-learning course. International Journal of Role-Playing, 5, 26-34.

Daryanto & Karim, S. (2017). Pembelajaran Abad 21. Gava Media.

Edward, M. & Joseph, C. (2014). Reflections on the role of the teacher in promoting multicultural pedagogy in teaching and learning at secondary school. International Journal of Education and Research, 2(4), 265-276.

Espania, D. (2012). Exploring two classroom teachers’ experiences as they aspire to become literary instructional leaders. Doctoral Dissertation, University of Washington. University of Washington Libraries.

Espinosa, V. F. & Gonzalez, J. L. (2023). The effect of teacher leadership on students’ purposeful learning. Cogent Social Sciences, 9(1), 1-12.

European Commission. (2005). Common European principles for teacher competences and qualifications.

Gersmehl, P. 2008. Teaching Geography. Guilford Press.

Ghavifekr, S. & Rosdy W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191.

Gumus, A. (2022). Twenty-first-century teacher competencies and trends in teacher training. Educational Theory in the 21st Century: Science, Tecchnology, Society, and Education, 243-267.

Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285.

Heltebran, V. R. (2010). Teacher leadership: Overcoming “I am just a teacher syndrome”. Education, 131(2), 363-371.

Hidayati, L. & Pardjono, P. (2018). The implementation of role play in education of pre-service vocational teacher. IOP Conf. Series: Materials Sciences and Engineering, 296(012016), 1-5.

Hume, A. (2012). Primary connections: Simulating the classroom in initial teacher education. Research in Science Education, 42, 551-565.

Ismail, S. A. A. & Jarrah, A. M. (2019). Exploring pre-service teachers’ perceptions of their pedagogical preferences, teaching competence and motivation. International Journal of Instruction, 12(1), 493-510.

Jacques, D. (1996). Learning: the treasure within; report to UNESCO of the International Commission on Education for the Twenty-first Century (highlights). Retrived from https://unesdoc.unesco.org/ark:/48223/pf0000109590

Jony, M. S. (2020). Exploring the effectiveness of cooperative learning at secondary level in Bangladesh. International Journal of Educational Research Review, 5(1), 93-99.

Kayacilar, C. & Karaca, A. (2020). Teacher candidates’ views about land art in geographical education. Review of International Geographical Education, 10(4), 549-583.

Khaefiatunnisa, K. (2015). The effectiveness of contextual teaching and learning in improving students’ reading skill in procedural text (A Quasi experimental study of the second grade students at one vocational school in Bandung). Journal of English & Education, 3(1), 80-95.

Khan, A. A., Asimiran, S. B., Kadir, S. A., Alias, S. N. (2020). Instructional leadership and students academic performance: Mediating effects of teacher’s organizational commitment. International Journal of Learning, Teaching and Educational Research, 19(10), 233-247.

Kilgour, P. W., Reynaud, D., Northcote, M. T., & Shields, M. (2015). Role-playing as a tool to facilitate learning, self reflection and social awareness in teacher education. International Journal of Innovative Interdisciplinary Research, 2(4), 8-20.

Kilic, A. (2010). Learned-centered micro teaching in teacher in Duzce University, Education Science, Turkey. Education International Journal of Instruction, 3(1), 77-100.

Kim, J. & Jeon, H. (2017), Anti-multiculturalisn and the future direction of multicultural education in South Korea. Curriculum Perspectives, 37(2), 181-189.

Laal, M. & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia – Social Behavioral Sciences, 31, 486-490.

Moreno, L., Calderon, A., Arias-Estero, J. L. (2021). Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic achievement of pre-service teachers. Revista de Psicodidactica, 26, 53-61.

Muhaimin (2015). Implementasi Model Pembelajaran Berbasis Masalah Lokal dalam mengembangkan kompetensi ekologis pada Pembelajaran IPS. Sosio didaktika. Social science educational journal, 1(2).

Nafia, Z. I. & Suyatno, S. (2020). The effect of teachers’ leadership on students’ motivation in Al-Islam Tambakbayan Elementary School. Universal Journal of Educational Research, 8(5), 1907-1915.

Nessipbayeva, O. (2012). The competencies of the modern teacher. Bulgarian Comparative Education Society (pp. 148-154). Kyustendil, Bulgaria: Bulgarian Comparative Education Society. Retrieved from https://eric.ed.gov/?id=ED567059

Ningsih, V, H. & Wijayanti, W. (2018). Teacher leadership in building student character: Educational challenges in the 21st century. Advances in Social Science, Education and Humanities Research, 326, 519-522.

Palmer, J. A. (1998). Environmental Education in the 21st Century: Theory, Practice, Progress and Promise. London: Routledge.

Pardinan, E. G. & Loremia, R. A. (2020). Digital pedagogy analysis on technology trend relevant to education 4.0. International Journal of Scientific & Tchnologicy Research, 9(8), 390-399.

Perin, D. (2011). Facilitating Student Learning Through Contextualization (Assessment of Evidence Series). Community College Research Center.

Peter, A. J., et al. (2020). Review on impact of teacher leadership. International Journal of Advance Research and Innovative Ideas in Education, 6(6), 2364-2369.

Pirbhai-Illich, F. & Martin, F. (2020). Fundamental British values: Geography’s contribution to understanding difference. Primary Geography, 103, 23-25.

Purfitasari, S., Masrukhi., Prihatin, T., & Mulyono, S, E. (2019). Digital Pedagogy Sebagai Pendekatan Pembelajaran di Era Industri 4.0. Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS) 2 (1), 806-811.

Ramsey, P. G. (2004). Teaching and learning multicultural in a diverse world education for young children. Teachers College Press.

Romero-Hall, E., Adams, L., & Osgood, M. (2019). Examining the effectiveness, efficiency, and usability of a web-based experiential role-playing aging simulation using formative assessment. Journal of Formative Design in Learning, 3, 123-132.

Sadulloh, U., Muharram, A., Robandi, B. (2018). Pedagogik (Ilmu Mendidik). Alfabeta.

Scharfenberg, F. & Bogner, F. X. (2019). A role-play-based tutor training in preservice teacher education for developing procedural pedagogical content knowledge by optimizing tutor-student interactions in the context of an outreach lab. Journal of Science Teacher Education, 30(5), 461-482.

Shen, H., Wu, H.,Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 1-19.

Sidgi, L. F. S. (2022). The benefit of using collaborative learning strategy in higher education. International Journal of English Literature and Social Sciences, 7(6), 217-224.

Singh, A. K. M. & Singh, H. S. S. J. (2022). The relationship of teachers’ leadership competency with 21st century teacher. International Journal of Academic Research in Economics and Management and Sciences, 11(1), 28-55.

Stojsic, I., Ivkov-Dzigurski, A., & Maricic, O. (2019). The readiness of geography teachers to use mobile devices in the context of immersive technologies integration into the teaching process. Geography Pannonica, 23(2), 121-133. DOI: 10.5937/gp23-20762

Sung, H., Hwang, G., Chen, C., & Liu, W. (2019). A contextual learning model for developing interactive e-books to improve students’ performances of learning the Analects of Confucius. Interactive Learning Environments, 30(2), 1-14.

Suryana, A., Widiawati, W., El Widdah, M. (2019). Leadership approach: Developing teacher leadership skills in the classroom. Advances in Social Science, Education and Humanities Research, 400, 381-368.

Tamur, M., Jehadus, E., Mandur, K., Nendi, F. (2020). Assessing the effectiveness of the contextual teaching and learning model on students' mathematical understanding ability: a meta-analysis study Assessing the effectiveness of the contextual teaching and learning model on students' mathematical understanding ability: a meta-analysis study. Journal of Physics Conference Series, 1657(1):12067.

Tasdemir, M. Z., Iqbal, M. Z., & Asghar, M. Z. (2020). A study of the significant factors affecting pre-service teacher education in Turkey. Bulletin of Education and Research, 42(1), 79-100.

Tesik, K. A. (2017). Teaching, leading, and learning in the 21st century classroom. Educational Doctoral. Paper 319.

The Ministry of Environment Indonesia, (2004). Environmental Education Policy. Ministry of Environment.

Toktarova, V. I. & Semenova, D. A. (2020). Digital pedagogy: analysis, requirements, and experience of implementation. Journal of Physics: Conference Series, 1961 (2020), 1-5.

Trigueros, R., Padilla, A., Aguillar-Parra, J. M., Mercader, I., Lopez-Liria, R., & Rocamora, P. (2020). The influence of transformational teacher leadership on academic motivation and resilience, burnout and academic performance. International Journal of Environmental Research and Public Health, 17, 7678, 1-12.

Vaataja, J. O. & Ruokamo, H. (2021). Conceptualizing dimensions and model for digital pedagogy. Journal of Pacific Rim Psychology, 15, 1-12.

Vega, V. A. (2008). Practice Teaching Handbook. Books Atbp. Publishing Corp: Mandaluyong City, Philliphines.

Warren, L. L. (2021). The importance of teacher leadership skills in the classroom. Education Journal, 10(1), 8-15.

Webster, M. L. (2015). GIS in AP human geography: A means of developing students’ spatial thinking?. The University of North Texas.

Yuan, H. (2018). Preparing teachers for diversity: A literature review and implications from community-based teacher education. Higher Education Studies, 8(1), 9-17.

Yuksel, I. & Saglam, S. Are preservice teachers competent enough ? A cross-sectional analysis of ELT pre-service teachers’ perceived teacher competences. European Journal of Education Studies, 4(11), 205-228.

Zarni, E., Maryani, E., & Setiawan, I. (2019). Teacher’s pedagogic competence in implementing the scientific approach in learning geography. Advances in Social Science, Education and Humanities Research, 335, 775-781.

Zhao, H. & Zhang, J. (2022). The influence of class teachers’ leadership behavior and personal characteristics on student academic performance: A study of fuzzy qualitative comparative analysis citing H middle school as a case study. Best Evidence in Chinese Education, 10(2), 1357-1373.




How to Cite

Kurniawan, E., Akhyar, M., Muryani, C., & Asrowi, A. (2023). Enhancing 21st Century Teachers Through Eco-Digital Pedagogy. Pegem Journal of Education and Instruction, 14(1), 319–330. https://doi.org/10.47750/pegegog.14.01.36