[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-244092-105":53,"doc-detail-244092-en":126},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":119,"head_meta":121,"extra_data":123,"updated_unix":125},105,"en","integrating-sustainable-development-goals-into-computing-projects-guidance","Integrating Sustainable Development Goals into Computing Projects - Guidance","","A guidance resource for educators on embedding Sustainable Development Goals into undergraduate computing group projects through problem-based learning and teamwork. It explains how students can use SDG-selected project themes to plan, design, implement, and deliver non-trivial, data-driven software while building professional skills. The guide outlines module support via lectures, labs, formative assessments, tutor-led group teaching, and a summative assessment using a structured project portfolio template. It maps activities to UNESCO key sustainability competencies and links to relevant supporting resources and SDG examples.",{"@graph":63,"@context":118},[64,80,101],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/integrating-sustainable-development-goals-into-computing-projects-guidance/244092/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/integrating-sustainable-development-goals-into-computing-projects-guidance/244092.png","ImageObject",442,249,{"name":88,"@type":89},"eBook King","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-20","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":25},"InteractionCounter",{"@type":100},"ViewAction",{"@type":102,"mainEntity":103},"FAQPage",[104,110,114],{"name":105,"@type":106,"acceptedAnswer":107},"What learning approach does the guide recommend for embedding SDGs into computing projects?","Question",{"text":108,"@type":109},"It recommends problem-based learning and teamwork as the main pedagogical tools, guiding students from project pitch through design, implementation, progress reporting, and final demo.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the module team support student learning during the project lifecycle?",{"text":113,"@type":109},"The guide describes three supports: lectures, labs, and formative assessments aligned to sustainability milestones; tutor-assigned small-group teaching for timely feedback; and a summative assessment using a structured project portfolio template.",{"name":115,"@type":106,"acceptedAnswer":116},"Which sustainability competencies and disciplines are targeted by the project mapping?",{"text":117,"@type":109},"The resource maps learning to UNESCO key competencies for sustainability, emphasizing group work, open-ended problems, non-trivial software development, alternative solutions, and communication, within computing-related disciplines.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},244092,1791492369,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":129,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":25,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":135,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":73},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Integrating sustainable development goals into computing projects Author: Cigdem Sengul, Ph.D. FHEA (Computer Science, Brunel University) .  \nTopic: Embedding SDGs into undergraduate computing projects using problembased learning and teamwork.  \nTool type: Guidance.  \nRelevant disciplines: Computing; Computer science; Information technology; Software engineering.  \nKeywords: Sustainable Development Goals; Problem-based learning; Teamwork; Design thinking; Sustainability; AHEP; Pedagogy; Higher education; Communication; Course design; Assessment; STEM; Curriculum design.  \nSustainability competency: Collaboration; Integrated problem-solving.  \nAHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills) . To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP  \n4  here and navigate to pages 30-31 and 35-37.  \nRelated SDGs: All 17; see specific examples below for SDG 2 (Zero Hunger); SDG 13 (Climate Action) .  \nReimagined Degree Map Intervention: Adapt and repurpose learning  \noutcomes; Active pedagogies and mindset development; Authentic assessment.  \nWho is this article for? This article should be read by educators at all levels in Higher Education who wish to embed sustainable development goals into computing projects.  \nSupporting resources:  \n• The 2030 Agenda for Sustainable Development  \n•  Europe Sustainable Development Report 2022 with Interactive Dashboards  \n• The Double Diamond  \n•  World Food Programme’s Hunger Map  \n•  Climate Mind  \nPremise:  \nEducation for Sustainable Development (ESD) is defined by UNESCO (2021) as: “the process of equipping students with the knowledge and understanding, skills and attributes needed to work and live in a way that safeguards environmental, social and economic wellbeing, in the present and for future generations.” All disciplines have something to offer ESD, and all can contribute to a sustainable future. This guide presents how to embed the Sustainable  \nDevelopment Goals (SDGs) into undergraduate computing projects, using problem-based learning and teamwork as the main pedagogical tools (Mishra & Mishra, 2020) .  \nEmbedding Sustainable Development Goals (SDGs) into computing group projects:  \nTypically, the aim of the undergraduate Computing Group Project is to:  \n• start preparing students for a professional career in the computing industry.  \n• familiarise the students with working in software development teams.  \n• give them the experience of delivering a non-trivial software system.  \nThis type of project provides students with an opportunity to integrate various skills, including design, software development, project management, and effective communication.  \nIn this project setting, the students can be asked to select a project theme based on the SDGs. The module team then can support student learning in three key ways:  \n1. Lectures, labs, and regular formative assessments can build on lab activities to walk the project groups through a sustainability journey that starts from a project pitch, continues with design, implementation, and project progress reporting, and ends with delivering a final demo.  \n2. Blending large classroom teaching with small group teaching, where each group is assigned a tutor, to ensure timely support and feedback on formative assessments.  \n3. A summative assessment based on a well-structured project portfolio template, guiding students to present and reflect on their individual contribution to the group effort. This portfolio may form the only graded element of their work, giving the students the opportunity to learn from their mistakes in formative assessments and present their best work at the end of the module.  \nMap","cbCaijK7iGNUNRrS","https://ap.wps.com/l/cbCaijK7iGNUNRrS","pdf",156338,6,"English","# Overview\n## Purpose and target audience\n## Definitions and underpinning approach\n# Embedding SDGs in group projects\n## Typical aims of undergraduate computing projects\n## Selecting project themes and educator support\n# Assessment and learning outcomes mapping\n## Lecture-lab-formative-summative pathway\n## Alignment with UNESCO key competencies\n# Supporting resources and SDG examples","[{\"question\":\"What learning approach does the guide recommend for embedding SDGs into computing projects?\",\"answer\":\"It recommends problem-based learning and teamwork as the main pedagogical tools, guiding students from project pitch through design, implementation, progress reporting, and final demo.\"},{\"question\":\"How does the module team support student learning during the project lifecycle?\",\"answer\":\"The guide describes three supports: lectures, labs, and formative assessments aligned to sustainability milestones; tutor-assigned small-group teaching for timely feedback; and a summative assessment using a structured project portfolio template.\"},{\"question\":\"Which sustainability competencies and disciplines are targeted by the project mapping?\",\"answer\":\"The resource maps learning to UNESCO key competencies for sustainability, emphasizing group work, open-ended problems, non-trivial software development, alternative solutions, and communication, within computing-related disciplines.\"}]","Integrating Sustainable Development Goals into Computing Projects - Guidance | PDF",1789212036]