What does open, distance, and digital education contribute to sustainability?

Abstract

Previous articles in this journal have discussed and dissected the meanings and relevance of open, distance and digital education (ODDE), often in comparison with the more traditional, place based or campus-based education. They have highlighted the connections, similarities and overlapping scope of these terms and their interpretation both now and in the past and even suggested new terms such as designed education. These categorisations seemingly reflect the perspectives of educational providers rather than those being provided for and what type of student is being catered for by the mode of education offered. These articles have also hinted at other dimensions to ODDE such as contributions to the concept of sustainability and to the implementation of the Sustainable Development Goals. This in turn raises issues of what we consider sustainability to cover and how sustainability is instantiated in higher education in general and ODDE in particular. Is a lower carbon footprint the only contribution ODDE can make to environmental sustainability? Does financial sustainability influence environmental sustainability and vice versa? Might social sustainability be another factor that needs to be addressed to support the Sustainable Development Goals? What role do students play in determining sustainability? This article uses key features of systems thinking in practice to explore this territory and begin to propose ways to navigate through a complex and adaptive system of interest.