Abstract
This paper aims at tackling the need for appropriate knowledge when addressing Environmental Education (EE) from an autonomous and critical viewpoint. It also aims at showing the need for the appropriation of ICT with a view to foster the perception of the environmental complexity, as well as the construction of a new kind of environmental knowledge and awareness. These two factors should be capable of modifying the way human beings behave and relate to their environment.
Before looking at effective ways to achieve this goal, a suitable praxis should be developed in such a way that a new environmental awareness emerges. This new praxis should in turn help foster the autonomy of both educators and learners by
enabling them to discuss and reflect on the possibilities and changes brought about by ICT, given the increasingly important role ICT play in the learning process. The use of ICT is likely to promote changes in attitudes, behaviour and values, as well as in the
cognitive and perceptive processes. Therefore, new teaching methods and approaches are required in order to meet the needs and expectations of the new generations so as to achieve mutual understanding; this being an essential aspect of education, given that every learning process is a communicative process, and mutual understanding is key to successful communication. In this context, the different aspects regarding the relationship between EE and different means of communication will be examined so as to point out the need for suitable teaching materials which bear in mind the role of ICT in education.
