DigComp 2.2 English questionnaire
4.4 Protecting the environment
Knowledge
I am aware of the environmental impact of everyday digital practices (e.g. video streaming that rely on data transfer), and that the impact is composed of energy use and carbon emissions from devices, network infrastructure and data centres.
Knowledge
I am aware of the environmental impact of the manufacturing of digital devices and batteries (e.g. pollution and toxic by-products, consumption of energy) and that at the end of their life, such devices must be appropriately disposed of to minimise their environmental impact and to enable reuse of rare and expensive components and natural resources.
Knowledge
I am aware that some components of electronic and digital devices can be replaced to extend their life or performance, however, some might be purposefully designed to stop functioning correctly after a certain period (planned obsolescence).
Knowledge
I know ‘green’ behaviours to follow when buying digital devices, e.g. choose products with less energy consumption during use and stand-by, less polluting (products easier to dismantle and recycle) and less toxic (limited use of substances harmful to the environment and health).
Knowledge
I know that e-commerce practices such as purchasing and delivery of physical goods have an impact on the environment (e.g. carbon footprint of transport, generation of waste).
Knowledge
I am aware that digital technologies (including AI-driven ones) can contribute to energy efficiency, for example through monitoring the need for heating at home and optimising its management.
Knowledge
I am aware that certain activities (e.g. training AI and producing cryptocurrencies like Bitcoin) are resource intensive processes in terms of data and computing power. Therefore, energy consumption can be high which can also have a high environmental impact. (AI)
Skills
I know how to apply efficient low-tech strategies for protecting the environment, e.g. shutting down devices and switching off Wi-fi, not printing out documents, repair and replace component to avoid the unnecessary replacement of digital devices.
Skills
I know how to reduce the energy consumption of devices and services used, e.g. change the quality settings of video streaming services, using Wi-fi rather than data connectivity when at home, closing apps, optimising email attachments).
Skills
I know how to use digital tools to improve the environmental and social impact of one’s consumer behaviour (e.g. by looking for local produce, by searching for collective deals and car-pooling options for transportation).
Attitudes
I seek out ways in which digital technologies could help live and consume in a way which respects the sustainability of human society and the natural environment.
Attitudes
I seek out information regarding the environmental impact of technology to influence one’s behaviour and that of others (e.g. friends and family) to be more eco-responsible in their digital practices.
Attitudes
I consider product’s overall impact on the planet when choosing digital means over physical products, e.g. reading a book online does not need paper and thus transport costs are low, however, one should consider digital devices including toxic component and needed energy to be charged.
Attitudes
I consider the ethical consequences of AI systems throughout their life-cycle: they include both the environmental impact (environmental consequences of the production of digital devices and services) and societal impact, e.g. platformisation of work and algorithmic management that may repress workers’ privacy or rights; the use of low-cost labour for labelling images to train AI systems. (AI)
Use Case Employment scenario
I can create an illustrated video which answers questions on the sustainable use of digital devices in organisations of my sector, to be shared on Twitter, and to be used by staff and by other professionals in the sector.
Use Case Learning Scenario