The purpose of this editorial is to provide some context to this special issue and explain how the authors are linking sustainability and digital literacy.
Making reference to relevant literature, the paper explores how the four case studies, all written by practitioners, adopt particular approaches to learning for sustainability.
Driven by personal commitment to the sustainability agenda, the authors have found their own routes to developing effective learning for their own students or for general audiences via massive open online courses (MOOCs). Their initiatives have limited reach at present, but all signal the growing commitment within higher education to sustainability as a subject of study and pedagogic approach in teaching and learning, and to the development of digital literacy.
Digital pedagogies can support sustainability literacy by facilitating the convenient delivery of content and also by facilitating networked and collaborative learning that can cross the boundaries of culture and context.
