Creating awareness of electronic waste and green information technology practices at higher education institutions through digital storytelling

Abstract

The problem caused by electronic waste is becoming more and more serious. Eliminating the rising amount of electronic waste in the world is currently the greatest challenge. Due to the toxicity of its components, electronic waste is gradually contaminating the environment. Mercury, cadmium, and chromium are a few examples of such dangerous chemicals. However, the depressing reality is that most people are uninformed about the detrimental effects of waste through electronics to the biosphere and well-being. Additionally, effective management of this waste by individuals is a challenge. Green information technology’s ultimate aim is the elimination of the harm caused by insufficient handling and disposal of this type of waste. Storytelling through a digital medium empowers by motivating and enabling society to become engaged with issues central to daily lives. It has been demonstrated that it can create and raise awareness in a variety of circumstances. Therefore, in this study, digital storytelling was employed to educate staff and students at higher education institutions about electronic waste and green information technology practices. The transformational paradigm, that is, critical social theory, was used in the study. According to the researcher, using this paradigm can improve individuals' lives with the correct intervention. To develop and carry out this study, action research was used as guiding approach. To build the digital story, design science research principles were used. The research problem was identified and categorised after a prior review of the literature and extensive qualitative data collection through staff and student interviews at South African higher education institutions. Using content analysis and critical systems heuristics, the interview material was coded and categorised, and themes were produced. The goal of the interviews was to ascertain the participants' initial levels of knowledge about electronic waste and environmentally friendly information technology practices. The next step was to conceive and produce a digital story with the intention of generating awareness. To view the digital story click here. After watching it, awareness levels were once again assessed through interviews to identify whether new awareness had been generated. Critical systems heuristics and content analysis were both used in the evaluation process. In the context of this study, an oppressive structure is considered as a lack of education concerning devastating electronic waste effects. Higher education institutions in South Africa were empowered through awareness created by the digital story. Empowered higher education institutions in South Africa are likely to do justice to the environment by implementing green information technology practices. Critical social theory aims to both describe and address the problem. The problem was low levels of higher education institutions in South Africa and the problem was addressed using a digital story. Thus, the study was guided by the critical social theory and discussion was provided on how the contributions of the study relate to the theory. Through critical awareness and methodological heterogeneity, the critical social theory paradigm promoted empowerment of higher education institutions in South Africa.