In a world that seems to be under a huge amount of stress politically, environmentally and economically, we need to accept and adapt to a future that is “fundamentally uncertain, volatile and unknowable” (Selwyn, 2021).
Technology forces change in all businesses and the automotive industry is not the exception to the rule, from the way vehicles are built, serviced and repaired to the way they are now advertised and sold (Cubbis, 2021). The accelerating technological advances happening worldwide constantly force the car manufacturers to adapt and change quickly. One of the biggest expectations of such adaptation is that education and training happens at the same rate. Understanding that “virtual environments for learning and research offer more imaginative and immersive experiences for students and instructors alike” (Educause, 2021). Many automakers and dealerships have re-defined and re-shaped their programs to allow their technicians, staff and salesforce to stay current with latest technologies. Vehicles now come with more modern systems and technologies which require technicians and staff in general to be educated in the operation of more sophisticated tools, specialized equipment and the use of latest software and devices. For this to happen, the interaction between students, educators and the industry itself needs to be relevant, meaningful and effective.
“Today, planning for the future is probably as complex and as challenging as it has ever been” (Educause, 2020). On one hand, the auto industry is a major contributor to the global industrial and economic development. On the other hand, its respective supply chains for the manufacturing processes have major impacts on the environment caused by gas emissions, air pollution, and greenhouse gases just to name a few. Selwyn points out that Educational Technology can provide “possible environmental benefits”. It will be interesting to find out if by 2030 the use of technology has helped auto-makers reduce their large environmental footprint and if their inherent supply chains are also sustainable and environmentally conscious.
McKinsey Sustainability is a firm that consults and advises corporations on “sustainability, climate, energy, transition, and environmental, social, and governance (ESG) – from the board room to the engine room” (McKinsey Sustainability, 2021). According to one of their publications, “the European Union announced it would slash at least 55 percent of carbon emissions by 2030” (Hannon et al., 2021). Hannon, Heid and Wolff acknowledged that such target is ambitious and that countries of the EU will require a major transformation in all industries including the automotive. They also acknowledged three important elements where manufacturers will need to make important changes. 1. Transparency on the emissions their activities generate. 2. Education and training that would help understand the environmental footprint and carbon impact their industry is causing. 3.Team rebuilding by choosing suppliers and sub-suppliers that have achieved higher emission performance standards (Hannon et al., 2021). By 2030 will the automotive industry have made changes these major economic contributors are starting to make today.
According to Selwyn (2021), “most forms of emerging technology in education attract occasional claims of environmental benefit” (p. 500). The integration of technology in all fields including education will grow exponentially moving forward, making online learning a fundamental component of school education. For this online learning to happen, people and industries like the automotive are constantly changing their electronic devices not only for learning purposes but also to keep up with latest software, and to work with better and faster device models (cell phones, tablets, computers, monitors, cameras, etc). While this could be perceived as something positive, there is a flip side to it, the increased amount of electronic goods being discarded known as e-waste.
Macgilchrist et al. (2019) argued that “The planet had been stretched to breaking point with toxins polluting the seas and the land, the climate under pressure, and natural resources insufficient to cope with global levels of consumption” (e-pub). Many electronic devices are built with lead, mercury, and other harmful chemicals. These elements, when simply thrown in the trash, can and will poison the soil around our landfills. When exposed to the heat some of their toxins and chemicals are released polluting the air we breathe and eventually damaging the atmosphere too. The same toxic chemicals, when left in the landfills, they can find their way to groundwater affecting air, land, and sea animals consequently affecting human life as well (EPA, n.d.). Recycling e-waste is the only viable option to protect our landfills and to prevent environmental pollution caused by toxic chemicals. Many car manufacturers are switching to producing electric vehicle line-ups. While electric vehicles (EVs) don’t produce carbon emissions one of the biggest worries for the auto industry for the not-so-far future is to see what will happen to the batteries when they reach the end of their useful lives, thus the importance of having a recycling plan in place.
While the future may be seen as uncertain as it always is, it definitely looks like the automotive industry will have to reimagine its operations. It is anticipated that more computers and devices will be required for learning, programming, servicing and selling vehicles. Perhaps electric mobility and driverless cars will deliver what they promise by then. Most likely by 2030 we will have to deal with an increased amount of ‘e-waste’ that we have not yet anticipated. I believe that in the not-so-far future it will be all about sustainability, e-waste recycling strategies, and changing consumer behavior in terms of mobility.
References
Educause (2021, April 26). 2021 EDUCAUSE Horizon Report | Teaching and Learning Edition. (p. 32-36) Retrieved from: https://library.educause.edu/-/media/files/library/2021/4/2021hrteachinglearning.pdf?la=en&hash=C9DEC12398593F297CC634409DFF4B8C5A60B36E
Educause (2020, March 2). 2021 EDUCAUSE Horizon Report | Teaching and Learning Edition. (p. 31-35) Retrieved from: https://library.educause.edu/-/media/files/library/2020/3/2020_horizon_report_pdf.pdf?la=en&hash=08A92C17998E8113BCB15DCA7BA1F467F303BA80
EPA United States Environmental Protection Agency (n.d.). Cleaning Up Electronic Waste (E-Waste). Retrieved from: https://www.epa.gov/international-cooperation/cleaning-electronic-waste-e-waste
Cubbis, J. (2021). Forbes. The future of Automotive and Mobility. Retrieved from: https://www.forbes.com/sites/sap/2021/05/05/the-future-of-automotive-and-mobility/?sh=7c3e079e59d5
Hannon, E., Heid, B., Wolff, C. (2021). McKinsey Sustainability. This surprising change can help the auto industry tackle emissions goals. Retrieved from: https://www.mckinsey.com/business-functions/sustainability/our-insights/sustainability-blog/this-surprising-change-can-help-the-auto-industry-tackle-emissions-goals
Hofstätter, T., Krawina, M., Mühlreiter, B., Pöhler, S., & Tschiesner, A. (2020). Reimagining the auto industry’s future: It’s now or never. Article.
Macgilchrist, F., Allert, H., & Bruch, A. (2019). Students and society in the 2020s. Three future ‘histories’ of education and technology, Learning, Media and Technology, 45:1, 76-89, Retrieved from: https://doi.org/10.1080/17439884.2019.1656235
Selwyn, N. (2021). Ed-Tech Within Limits: Anticipating educational technology in times of environmental crisis. E-Learning and Digital Media, 18(5), 496–510. Retrieved from https://doi.org/10.1177/20427530211022951
Selwyn, N., Pangrazio, L., Nemorin S., & Perrotta,C. (2020) What might the school of 2030 be like? An exercise in social science fiction, Learning, Media and Technology, 45:1, 90-106. Retrieved from https://doi.org/10.1080/17439884.2020.1694944