Green Technology In Education. A Comparative Review Of Sub-Saharan Africa With Insights From India's Experience

Abstract

Sub-Saharan Africa faces the dual challenges of expanding educational access and addressing pressing environmental concerns, including the growing problem of electronic waste. This literature-based study investigates the intersection of these challenges by exploring how green technology, specifically virtual field trips, electronic waste (e-waste) recycling, and digital textbooks, can enhance educational equity while promoting environmental sustainability. This chapter will uncover how these technologies function as integrative solutions within the region’s resource-constrained educational environments.

A thematic literature review approach was employed to synthesize academic publications, grey literature, and program evaluations focused on green technologies in education across Sub-Saharan Africa (SSA). The sources were examined to identify recurring themes, advantages, and implementation-related challenges. Technology accessibility, infrastructure constraints, and the influence of institutional and policy support on results were given special consideration. This chapter provides insights into the challenges and complexities of embracing such technologies in a large and diverse nation such as India, concluding India's experience in integrating green technology into education. It lists effective practices and emphasizes the main difficulties encountered when incorporating green technologies into the classroom. The chapter contributes theoretically by framing green educational technologies, including virtual field trips, digital textbooks, and e-waste recycling initiatives, as dual-function tools for socio-environmental transformation. From a policy perspective, it reveals a gap in strategic frameworks that integrate educational innovation with environmental management. According to the study's findings, scalable initiatives that promote the full utilization of digital textbooks, install e-waste recycling facilities in schools, and incorporate virtual field trips into school curricula can help close experiential learning gaps, while also supporting strategies for achieving sustainability and educational parity.  To fully realise the promise of green technology in education, multi-sectoral cooperation, improved policy coherence, and longitudinal research may be recommended.