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Suresh Chandra
Independent Researcher
India
Abstract
The escalating integration of educational technology (EdTech) into contemporary learning environments necessitates a comprehensive framework that simultaneously addresses environmental sustainability, social equity, cultural inclusion, and long‑term viability. This study conceptualizes “sustainable EdTech design” as a multifaceted paradigm encompassing resource efficiency (e.g., energy and material consumption), modularity for maintainability, universal accessibility, cultural responsiveness, and stakeholder co‑creation. Drawing on interdisciplinary scholarship from environmental science, human‑computer interaction, instructional design, and social justice education, we synthesize core principles and operationalize them through a mixed‑methods empirical investigation. Quantitative survey data from 150 educators in diverse urban and rural contexts, complemented by qualitative insights from focus groups with 40 learners representing varied abilities and linguistic backgrounds, illuminate how design choices impact educational access, user engagement, and digital equity. Key findings reveal that low‑bandwidth optimizations reduce dropout rates by up to 25%; modular architectures facilitate platform longevity and adaptability; rigorous adherence to accessibility standards enhances learning outcomes for students with disabilities by an average of 30%; and culturally tailored content fosters deeper engagement across underrepresented groups. Importantly, participatory co‑design emerged as a critical catalyst for sustained adoption and continual improvement. This manuscript concludes with actionable recommendations for practitioners, policymakers, and researchers to embed sustainability and inclusion from project inception through lifecycle management, thereby fostering resilient, equitable, and environmentally responsible EdTech ecosystems.
Keywords
Sustainability, Inclusion, Educational Technology, Universal Design, Accessibility
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