Research shows that the global society as organized today, with our current technological and economic system, is impossible to sustain. We are living in an era in which human activities in highly industrialized countries are responsible for overshooting several planetary boundaries, with poorer communities contributing the least to the problems but being impacted the most. At the same time, technical and economic gains fail to provide society at large with equal opportunities and improved quality of life. This article describes approaches taken in computing education to address the issue of sustainability. It presents results of a systematic review of the literature on sustainability in computing education. From a set of 572 publications extracted from six large digital libraries plus snowballing, we distilled and analyzed 89 relevant primary studies. Using an inductive and deductive thematic analysis, we study (i) conceptions of sustainability, computing, and education; (ii) implementations of sustainability in computing education; and (iii) research on sustainability in computing education. We present a framework capturing learning objectives and outcomes as well as pedagogical methods for sustainability in computing education. These results can be mapped to existing standards and curricula in future work. We find that only a few of the articles engage with the challenges as calling for drastic systemic change, along with radically new understandings of computing and education. We suggest that future work should connect to the substantial body of critical theory, such as feminist theories of science and technology. Existing research on sustainability in computing education may be considered rather immature, as the majority of articles are experience reports with limited empirical research.

Sustainability requires ongoing reform of resource production and consumption to reduce environmental harms. The main way that Information and Communication Technology (ICT) can address these resource impacts is through digital optimization. Spreng found that optimization of an industrial process either increases energy use or accelerates production or consumption. It was assumed that reducing energy use progresses sustainability, whilst accelerating production or consumption to meet market demand is consumerist and generally detrimental to sustainability. In this paper, we argue that there are two important cases in which accelerating economic processes actually has an essential role in enabling sustainability by ICT: (1) when the process drives the production and adoption of an environmentally beneficial product such as a solar panel, often referred to as “cleantech”, or (2) when the process being increased is specific to the Circular Economy, such as recycling, maintenance/refurbishment, and sharing/reuse e.g., car-sharing, ride-sharing and tool-sharing in the Sharing Economy. The opportunities for ICT4S optimization are thus threefold: not just saving resources with efficiency, but also pushing the adoption of cleantech, and pushing the circulation of resources.

As part of global climate action, digital technologies are seen as a key enabler of energy efficiency savings. A popular application domain for this work is smart homes. There is a risk, however, that these efficiency gains result inrebound effects, which reduce or even overcompensate the savings. Rebound effects are well-established in economics, but it is less clear whether they also inform smart energy research in other disciplines. In this paper, we ask: to what extent have rebound effects and their underlying mechanisms been considered in computing, HCI and smart home research? To answer this, we conducted a literature mapping drawing on four scientific databases and a SIGCHI corpus. Our results reveal limited consideration of rebound effects and significant opportunities for HCI to advance this topic. We conclude with a taxonomy of actions for HCI to address rebound effects and help determine the viability of energy efficiency projects.

Due to its rising carbon footprint, new paradigms for carbon-efficient computing are needed. For distributed computing systems, one option is to shift computing loads in space or time to take advantage of low-carbon electricity, a paradigm known as carbon-aware computing. We present a literature review of carbon-aware scheduling techniques, which shows that most of the literature carried out either spatial or temporal shifting but not both. Of the 28 analyzed studies, 11 considered both spatial and temporal shifting, and only 2 developed a combined optimization algorithm. Additionally, existing approaches typically focus on operational electricity alone. With the growing decarbonization of electricity, however, device production (which involves various industrial processes and cannot be easily decarbonized) is bound to become more relevant and needs to be considered. We thus suggest a novel spatio-temporal scheduling algorithm for cloud and edge computing. Our algorithm performs simultaneous spatio-temporal shifting while taking into consideration both device production and operation. As temporal shifting requires forecasts of future workloads, we also put forward a workload predictor. Although not fully implemented yet, we bring various theoretical arguments in support of our proposed algorithm.

The world faces escalating crises: record-breaking temperatures, widespread fires, severe flooding, increased oceanic microplastics, and unequal resource distribution. Academia introduces courses around sustainability to meet the new demand, but software engineering education lags behind. While software systems contribute to environmental issues through high energy consumption, they also hold the potential for solutions, such as more efficient and equitable resource management. Yet, sustainability remains a low priority for many businesses, including those in the digital sector. Business as usual is no longer viable. A transformational change in software engineering education is urgently needed. We must move beyond traditional curriculum models and fully integrate sustainability into every aspect of software development. By embedding sustainability as a core competency, we can equip future engineers not only to minimise harm but also to innovate solutions that drive positive, sustainable change. Only with such a shift can software engineering education meet the demands of a world in crisis and prepare students to lead the next generation of sustainable technology. This article discusses a set of challenges and proposes a customisable education roadmap for integrating sustainability into the software engineering curricula. These challenges reflect our perspective on key considerations, stemming from regular, intensive discussions in regular workshops among the authors and the community, as well as our extensive research and teaching experience in the field.