The efficacy of modern information technologies in the teaching and learning of green economy concepts within higher education institutions

Purpose This paper examines the prevailing trends in the teaching and learning of green economy concepts within higher education institutions (HEIs), with a specific focus on the integration of modern information technologies and an evaluation of their effectiveness. It underscores the pivotal role played by e-learning platforms, data visualization tools, simulation programs, smart technologies, and various digital resources in deepening students' understanding of green economy principles. Furthermore, it explores the key factors that contribute to the development of an effective learning process for both educators and students, thereby facilitating the advancement of sustainable development. Design/methodology/approach Data were collected using a questionnaire developed via Google Forms in 2024. The final sample (N = 561) comprised lecturers and students from public and private universities in Georgia who fully completed the questionnaire and reported experience in teaching or learning green economy concepts within an educational environment. The study employed SPSS software for statistical analysis, supplemented with multiple regression, correlation, and cross-tabulation techniques to assess the impact of modern information technologies (MITs) on the teaching and learning of green economy concepts. Findings The findings highlight that perceived learning outcomes associated with MITs are the strongest predictor of their perceived effectiveness in teaching green economy concepts. Frequent users of MITs were more likely to evaluate them as effective, suggesting that hands-on engagement plays a critical role in forming positive perceptions. Interestingly, more experienced educators reported lower perceived effectiveness, potentially due to a reliance on traditional methods or lower adaptability to digital tools. Additionally, differences based on university type suggest that institutional resources and infrastructure may influence attitudes toward MIT integration. A Pearson correlation analysis further revealed a strong positive relationship (r = 0.640, p < 0.01) between students’ attitudes toward green economy concepts and their perceptions of MIT effectiveness. Research limitations/implications The study was limited to state and private higher education institutions within the capital city of Tbilisi, Georgia, focusing on students and lecturers from economics and business programs. Future research will broaden its scope to include regional universities and incorporate respondents from additional academic areas. Comparative studies across regions and disciplines could provide a more comprehensive understanding of effective strategies for integrating MITs into higher education. Practical implications This study underscores the importance of perceived educational outcomes and usage frequency in shaping attitudes toward MITs in green economy education. For successful integration, higher education institutions must not only provide technological tools but also foster positive experiences and demonstrate clear learning benefits. Further research is recommended to explore longitudinal impacts and disciplinary differences. Originality/value Original research encompassing multifaceted aspects was developed, involving respondents (students and academic staff, comprising professors, associate professors, and assistant professors) who experienced teaching or learning about the green economy in an educational context. It provides insights into trends, issues, and best practices in using IT technologies for green economy education. Additionally, it examines the impact of modern information technologies on the development of students' knowledge and practical skills in this field.