Technology-Enhanced Learning and Its Relationship to Achieving More Sustainable Green Education

This research aims to identify technology-enhanced learning and its relationship to achieving more sustainable green education. Specifically, it explores technology-enhanced learning and sustainable green education among mathematics students, and investigates the relationship between technology-enhanced learning among these students and its contribution to achieving more sustainable green education. The study employed a descriptive-analytical approach and utilized a questionnaire as a data collection tool, which was administered to a sample of mathematics students at the College of Basic Education, University of Kufa. The researcher developed two questionnaires (Technology-Enhanced Learning and Green Education) and administered them to a sample of 200 male and female students in the Mathematics Department. The results showed a strong positive correlation between technology-enhanced learning and more sustainable green learning among mathematics students. This indicates that technology-enhanced learning plays an effective role in achieving more sustainable green education, as educational technology contributes to environmental conservation and pollution reduction. It reduces the depletion of natural resources by minimizing the need to transport students and instructors to lectures in classrooms and by relying on technology for electronic information delivery. Furthermore, educational technology enables the effective delivery of information to a large number of learners without negatively impacting the quality of the educational process. With increasing environmental awareness, education will transform into a sustainable system in the future, promoting the concepts of flexible learning and sustainability.