Abstract This paper proposes a novel framework for integrating sustainability into computer science education. The objective is to outline strategies for curriculum modification, among which incorporating project-based learning in existing courses, creating new courses, enhancing the visibility of relevant existing courses, and leveraging ubiquitous learning methods. The framework also includes department-wide guest lectures and micro-modules for flexible learning options. In addition, the paper discusses opportunities, challenges, and implementation strategies for a smoother integration of sustainability into computer science education. The study uses a qualitative research methodology with an ethnographic approach, where qualitative data were gathered by creating a committee of faculty members with diverse expertise who engaged in discussions, drawing on their own experiences as well as consulting with colleagues and students to gather insights and perspectives. Ethnography is a good methodology for exploring complex and context-specific issues like curriculum design, since it allows for the nuanced understanding necessary for effective curriculum integration, by focusing on values, practices, and needs within the department. The findings highlight gaps in the existing curriculum, where sustainability topics are often limited to elective courses rather than integrated into core mandatory offerings, as well as opportunities that exist to improve study programs through project-based learning, micro-modules, and interdisciplinary cross-departmental collaborations. Even though there is faculty interest and support for sustainability initiatives, it is necessary to adopt a more structured approach, in order to formalize efforts and cultivate sustainability-oriented knowledge among students. This paper offers innovative and valuable qualitative insights into the challenges that are faced by educators who aim at including broad sustainability topics within specialized computer science curricula. Although focused on the Department of Computer Science at UiT, The Arctic University of Norway, the proposed framework has a broad applicability, allowing other institutions to adapt it to their programs. This provides both practical guidance for curriculum development and support for a type of education that is more sustainability-oriented.
Bordin et al. (Thu,) studied this question.