Embedding sustainability in IT degree programs: Stakeholder perspectives and curriculum strategies

Abstract

Despite the importance of the Information Technology (IT) sector for sustainability, there is a lack of guidance for including Education for Sustainable Development (ESD) in IT degree programs. This research investigates perspectives of staff, students and industry, and contextual factors, to develop strategies for embedding sustainability in IT curricula. We conducted a case study at an IT department in a major Australian university, through semi-structured interviews and workshops with academic staff (n=10), students (n=28), and industry professionals (n=5), and by analysing documentation such as university plans, handbooks and company reports. A thematic analysis was used to synthesise perspectives, and sustainability topics were mapped to IT knowledge areas. While IT professionals have increasingly important roles in addressing sustainability challenges, many IT staff and students are unaware of, or uncertain about, sustainability’s relevance to their field. Additional barriers to integrating sustainability into IT programs include lack of educator expertise, overcrowded curricula, and the lack of tailored resources and support. We provide an empirical account of stakeholder perspectives on integrating sustainability into IT curricula in Australia. We offer a framework and recommendations to address these issues through loose, program-level coordination, training and resources to empower educators, paving the way for more profound change. This case study offers valuable insights for integrating sustainability into IT curricula, along with a framework and strategies that can serve as useful starting points for universities to take practical, educator-led steps towards ESD.