(Colás-Bravo et al., 2018)[37]Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-PortfolioAwareness in the construction of sustainable developmentUse of e-portfolio for activation of sustainable awareness(Martínez-Villar et al., 2016)[22]Assessing virtual training in environmental awareness for professional groupsContribution to environmental awarenessVirtual training for environmental awareness(Romero Yesa et al., 2021)[34]A good practice for making training accessible to university faculty members through ICTs: syllabus planning support trainingDevelopment of sustainable technological toolsCreation of a virtual tool/course for quality education(Shobande & Asongu, 2022)[24]The Critical Role of Education and ICT in Promoting EnvironmentalFight against climate changeStrategy to reduce the impact of climate change through an empirical study(Kebaetse et al., 2014)[35]Integrating eLearning to Support Medical Education at the New University of Botswana School of MedicineEquitable and quality educationStrategies for implementing e-learning(Kabadayi et al., 2022)[42]ICT Equipment in the Kindergartens for Sustainable Education from Kindergarten Principals’ Perspectives in the Czech RepublicEducation in sustainabilityAnalysis of the ICT equipment required for sustainable education(Jeong & González-Gómez, 2020)[43]Adapting to PSTs’ Pedagogical Changes in Sustainable Mathematics Education through Flipped E-Learning: Ranking Its Criteria with MCDA/F-DEMATELQuality mathematics educationClassification of the criteria for teaching mathematics in the context of the flipped classroom system(Martínez-Borreguero et al., 2020)[40]Development of ICT-Based Didactic Interventions for Learning Sustainability Content: Cognitive and Affective AnalysisEducation in sustainabilityDesign and validate ICT-based learning interventions for sustainability content(Hilty & Huber, 2018)[44]Motivating students on ICT-related study programs to engage with the subject of sustainable developmentEducation in sustainabilityProposes specific topics from the field of sustainable development that have the greatest potential to motivate students in ICT-related programs of study(Aguayo & Eames, 2017)[23]Promoting community socio-ecological sustainability through technology: A case study from ChileEcological sustainabilityDesign and effective use of technology for community-based learning in ecological awareness(Pertegal-Felices et al., 2020)[45]Comparison of the Effects of the Kahoot Tool on Teacher Training and Computer Engineering Students for Sustainable EducationQuality educationGamification proposal with ICT to increase the probability of success and sustainability of educational institutions(Rodríguez-Loinaz et al., 2022)[33]ICT tools and citizen science: a pathway to promote science learning and Education for Sustainable Development in schoolsQuality science and sustainability educationDevelopment and implementation of innovative ICT tools that allow teachers to engage their students in activities based on citizen science and sustainability(Deaconu et al., 2018)[32]The Use of Information and Communications Technology in Vocational Education and Training—Premise of SustainabilityTeaching tourism from a sustainable perspectiveDevelopment of an educational experiment based on the use of ICT to promote better academic performance(Barragán-Sánchez et al., 2020)[46]Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a ScaleRedesigning education toward sustainable modelsDesign of a scale to measure the self-perceived digital competence of teachers in relation to the eco-responsible use of technologies(Klimova et al., 2016)[25]An international Master’s program in green ICT as a contribution to sustainable developmentRedesigning education curricula towards sustainable modelsDevelopment of an international master’s degree program entitled “Pervasive computing and communications for sustainable development”.(Ahn, 2020)[27]Unequal Loneliness in the Digitalized Classroom: Two Loneliness Effects of School Computers and Lessons for Sustainable Education in the E-Learning EraEffectiveness of ICT for sustainable educationStudy of the relationship between the use of technology and several socio-emotional variables of students(Körtesi et al., 2022)[31]Challenging Examples of theWise Use of Computer Tools for the Sustainability of Knowledge and Developing Active and
Innovative Methods in STEAM and Mathematics EducationQuality mathematics educationImplementation of active teaching methodologies with software such as computer algebra systems and dynamic geometry systems(Kerras et al., 2022)[29]Closing the Digital Gender Gap among Foreign University Students: The Challenges AheadDigital divide in the use of ICTsEmpirical study providing an econometric analysis on the existence of a correlation between the gender digital divide and the gender gap in university studies(Song et al., 2022)[47]Research on Open Practice Teaching of Off-Campus Art Appreciation Based on ICTSustainable development of aesthetic educationProposal for the appreciation of local art with the support of mobile positioning technology and information platforms(Rangel-Pérez et al., 2021)[48]The Massive Implementation of ICT in Universities and Its Implications for Ensuring SDG 4: Challenges and Difficulties for ProfessorsQuality university educationStudy of the relationship between the adaptation of university professors to the massive use of ICT and educational digitalization(Batez, 2021)[36]ICT Skills of University Students from the Faculty of Sport and Physical Education during the COVID-19 PandemicQuality online educationA study of ICT competence levels for online teaching and learning(Rodríguez-Abitia et al., 2020)[49]Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and SpainSustainable use of ICT for educationQuantitative study of the factors that favor the application of technologies to the educational process(Mâ?? et al., 2020)[38]The development and validation of a scale to measure university teachers’ attitude towards ethical use of information technology for a sustainable educationEducation in sustainabilityDesign of a self-administered measurement instrument to obtain data on the ethical attitude of university professors for sustainable education(Al-Rahmi et al., 2020)[50]Digital communication: Information and communication technology (ICT) usage for education sustainabilityEducation in sustainabilityAnálisis de los factores que influyen en la intención de los estudiantes de utilizar las TIC en una educación sostenible, así como su satisfacción el uso de dichas tecnologías.(Monavvarifard et al., 2019)[39]Increasing the sustainability level in agriculture and Natural Resources Universities of Iran through students’ engagement in the value Cocreation processEngagement to promote sustainable educationAnalysis of university and student engagement factors in the process of value co-creation in academic environments(Lim et al., 2019)[51]The Digital Divide? Analyzing Regional Differences of Tablet PC Use in Korean Middle Schools for Sustainable DevelopmentSustainable use of ICT for educationAnalysis of the effects of digital learning environments through the use of tablet PCs in Korean metropolitan and rural high schools(Asongu et al., 2019)[30]Inequality, information technology and inclusive education in sub-Saharan AfricaSustainable use of ICTs for inclusive educationEstablishment of the thresholds of inequality that must not be exceeded for ICT to promote inclusive education(Berzina, 2019)[26]Learning by doing. Case study: Education for sustainable development at the University of LatviaRedesigning education curricula towards sustainable modelsDesign of a master’s degree program in education for sustainable development entitled “Natural sciences, global change and technologies for sustainable development”(Kim, 2018)[52]ICT and the UN’s sustainable development goal for education: Using ICT to boost the math performance of immigrant youths in the USSustainable use of ICT for educationEmpirical analysis of the potential of information and communication technologies (ICTs) as a means of providing quality education for all(García et al., 2016)[53]La formación docente en la sociedad digital: propiciando la reflexión sobre el impacto medioambiental y social del consumo de tecnologíaContribution to environmental awarenessCharacterisation of the consumption, use, and recycling habits of electronic devices of future primary education teachers(Moreno et al., 2013)[41]Engineering education for sustainability: A multistakeholder case study on ICT and transportationAwareness in the construction of sustainable developmentEngineering education model in a more sustainable manner(Zhou et al., 2013)[28]Facilitating sustainability of education by problem-based learning (PBL) and information and communication technology (ICT)Use of ICT and active strategies for sustainable educationUse of Problem-Based Learning (as a strategy of the pedagogical approach and the application of ICT as a strategy of the techno-logical approach in quality education)(Casillas-Martín et al., 2020)[2]DigiCraft: A Pedagogical Innovative Proposal for the Development of the Digital Competence in Vulnerable ChildrenSustainable use of ICT for inclusive educationDevelopment of a technological and pedagogical proposal for the development of digital competence focused on vulnerable children