{"id":10243,"date":"2026-03-10T10:58:54","date_gmt":"2026-03-10T05:28:54","guid":{"rendered":"https:\/\/bijmrd.com\/?p=10243"},"modified":"2026-03-10T10:58:56","modified_gmt":"2026-03-10T05:28:56","slug":"digital-pedagogical-models-for-teaching-environmental-education-at-the-middle-stage-of-school-education","status":"publish","type":"post","link":"https:\/\/bijmrd.com\/index.php\/volume4-issue11\/digital-pedagogical-models-for-teaching-environmental-education-at-the-middle-stage-of-school-education\/","title":{"rendered":"Digital Pedagogical Models for Teaching Environmental Education at the Middle Stage of School Education"},"content":{"rendered":"\n

Author: Yawao Konyak & Dr. T. Yolila Sangtam<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> <\/a>https:\/\/doi.org\/10.70798\/Bijmrd\/04011025<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Introduction of digital pedagogical models into the Environmental Education (EE) in the middle level of schooling presents radical opportunities in the improvement of ecological literacy, system thinking, and ethical environmental behaviour. Whereas traditional EE practices tend to be based on didactic transmission, on the digital platforms, participatory, inquiry-based, and experiential learning experiences can be achieved and appeal to the cognitive and socio-emotional development of adolescents. This paper reviews some important models of digital pedagogy, such as blended learning, gamified learning, virtual and augmented reality, mobile based citizen science, AI-assisted personalised learning, as potential models to make the middle-stage learners more environmentally conscious. Based on the research conducted in the world and the emergent practices in classrooms, the research claim is that the digital EE should be based on the relational, humanistic, and values-driven pedagogy that fosters empathy, responsibility, and agency towards sustainable futures. The paper concludes with a conceptual model and policy, teacher capacity building and school level implementation recommendations.<\/p>\n\n\n\n

Keywords:<\/strong> Digital Pedagogy, Environmental Education, Middle Stage, Gamification, Virtual Reality, EcoPedagogy And Sustainability Education.<\/p>\n\n\n\n

Page No: 140-144<\/strong><\/p>\n\n\n\n

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download journal<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Author: Yawao Konyak & Dr. T. Yolila Sangtam DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04011025 Abstract: Introduction of digital pedagogical models into the Environmental Education (EE) in the middle level of schooling presents radical opportunities in the improvement of ecological literacy, system thinking, and ethical environmental behaviour. Whereas traditional EE practices tend to be based on didactic transmission, on …<\/p>\n

Digital Pedagogical Models for Teaching Environmental Education at the Middle Stage of School Education<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"categories":[48],"tags":[],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"Volume4 Issue1(1)<\/a>","rttpg_excerpt":"Author: Yawao Konyak & Dr. T. Yolila Sangtam DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04011025 Abstract: Introduction of digital pedagogical models into the Environmental Education (EE) in the middle level of schooling presents radical opportunities in the improvement of ecological literacy, system thinking, and ethical environmental behaviour. Whereas traditional EE practices tend to be based on didactic transmission, on…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/10243"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=10243"}],"version-history":[{"count":2,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/10243\/revisions"}],"predecessor-version":[{"id":10246,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/10243\/revisions\/10246"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=10243"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/categories?post=10243"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/tags?post=10243"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}