• Energy Research

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.

We as software engineers are responsible for the long-term consequences of the systems we design - including impacts on the wider environmental and societal sustainability. However, field lacks analytical tools for understanding these potential impacts while designing a system, nor for identifying opportunities for how to use software to bring about broader societal transformations. In this article we explore how the concept of leverage points can be used to make sustainability issues more tangible in systems design. Using the example of software for transportation systems, we illustrate how leverage points can help software engineers map out and investigate the wider system in which the software resides, such that we can use software as an effective tool for engineering a more sustainable world.

Sustainability has become an important concern across many disciplines,and software systems play an increasingly central role in addressing it. However, teaching students from software engineering and related disciplines to effectively act in this space requires interdisciplinary courses that combines the concep to of sustainability with software engineering practice and principles. Yet, presently little guidance exist on which subjects and materials to cover in such courses and how, combined with a lack of reusable learning objects. This paper describes a summer school course on Software Engineering for Sustainability (SE4S). We provide a blueprint for this course, in the hope that it can help the community develop a shared approach and methods to teaching SE4S. Practical lessons learned from delivery of this course are also reported here, and could help iterate over the course materials, structure, and guidance for future improvements. The course blueprint, availability of used materials and report of the study results make this course viable for replication and further improvement.

Abstract: Software engineering as a discipline has recognised that software systems can have an impact on sustainability, and researchers have started to investigate this topic. New knowledge is being created and methods, and tools that support software engineering for sustainability are emerging. Several universities have started to train their students in software engineering for sustainability.

The Sustainable Development Goals (SDGs) of the United Nations focus on key issues for the transformation of our world towards sustainability. We argue for stronger integration of the SDGs into requirements and software engineering and for the creation of methods and tools that support the analysis of potential effects of software systems on sustainability in general and on SDGs in particular. To demonstrate one way of undertaking this integration, we report on how the Sustainability Awareness Framework (SusAF -- a tool developed by the authors of this paper) can be mapped to the SDGs, allowing the identification of potential effects of software systems on sustainability and on the SDGs. This mapping exercise demonstrates that it is possible for requirements engineers working on a specific system to consider that system's impact with respect to SDGs.

Sustainability is now a major concern in society, but there is little understanding of how it is perceived by software engineering professionals and how sustainability design can become an embedded part of software engineering process. This paper presents the results of a qualitative study exploring requirements engineering practitioners’ perceptions and attitudes towards sustainability. It identifies obstacles and mitigation strategies regarding the application of sustainability design principles in daily work life. The results of this study reveal several factors that can prevent sustainability design from becoming a first class citizen in software engineering: software practitioners tend to have a narrow understanding of the concept of sustainability; organizations show limited awareness of its potential opportunities and benefits; and the norms in the discipline are not conducive to sustainable outcomes. These findings suggest the need for focused efforts in sustainability education, but also a need to rethink professional norms and practices.

Integrating novel software systems in our society, economy and environment can have far-reaching effects. As a result, software systems should be designed in such a way as to maintain or improve the sustainability of their intended socio-technical systems. However, a paradigm shift is required to raise awareness of software professionals on the potential sustainability effects of software systems. While Requirements Engineering is considered the key for driving this change, requirements engineers lack the knowledge, experience and methodological support for acting as facilitators for a broader discussion on sustainability effects. This paper presents a question-based framework for raising awareness of the potential effects of software systems on sustainability, as the first step towards enabling the required paradigm shift. An evaluation study of the framework was conducted with four groups of computer science students. The results of the study indicate that the framework is applicable to different types of systems and helps to facilitate discussions about the potential effects that software systems could have on sustainability.