Digital learning, face-to-face learning and climate changeDavid Liam Davies, AbdulAzeez Lawal, E. Orji, Chloe Tytherleigh, Kieran Walsh∗BMA House, Tavistock Square, London WC1H 9JR UK
Debates about digital learning, face-to-face learning and blended learning often focus on their effectiveness inDigital learningachieving a few core educational outcomes. The cost or convenience of using different methods to achieve certainMedical educationoutcomes have increasingly come into the educational framework over the past two decades. However, only rarelydo educators or learners consider the climate footprint of their various activities. This is an importantshortcoming,as all learning activities can contribute to our overall climate footprint. Providers of education should do theirbest to minimise the carbon footprint associated with their learning. But learners also have responsibility toensure that how they access learning is also associated with minimal environmental cost. Both providers andlearners should focus on activities that are likely to have the greatest impact. This is relevant both to face-to-faceeducation and digital learning.Debates about digital learning, face...
