Implementation of education for sustainable development principles in the training of future software engineers

Abstract

The article examines the professional training of future software engineers in higher education institutions in the context of the implementation of the Sustainable Development Goals set by the UN General Assembly, as well as the Education for Sustainable Development (ESD) principles. A number of contradictions that arise in the course of this training are mentioned on the example of training of future object-oriented programming engineers. The UNESCO documents on education for sustainable development, scientific sources on the professional training of future software engineers, as well as the integration of sustainable development into relevant educational programs are analyzed. The methodology and results of experimental work carried out with the aim of overcoming existing contradictions, promoting sustainable development of information technology education and implementation of ESD principles in the process of professional training of future software engineers are presented. In particular, the organizational and methodological conditions, that were implemented into the educational process, and experimental data are presented. The effectiveness of the experimental work was proved by statistical verification of the reliability of the obtained data.

Proposing A Web-Based Interactive Module for Education for Sustainable Development in English for Computer Science

“…The research conducted by Koniukhov & Osadcha (2020) strengthens the previous one conducted by Gordon (2010), who surveyed 140 Computer Science students' views on sustainable development topics. The results show that a total of 27 percent of those who answered the survey did so.…”

“…Both paths focus on students' knowledge, cultural backgrounds, and life experiences. Meanwhile, Koniukhov & Osadcha (2020) did their research in a computer science program and stated that software development using an object-oriented approach is a significant area of professional work for software engineers. Graduates of higher education institutions should understand its fundamental principles.…”

“…of sustainable development (Gordon, 2010;Suryawanshi & Narkhede, 2015;Lässig, 2016;Mateusz et al, 2018;How et al, 2020;Koniukhov & Osadcha, 2020;Nwankwo & Njoku, 2020;Hiran et al, 2021).…”

“…ESD has also been introduced into the curriculum of classes at the university level. One is a computer science course (Gordon, 2010;Hromkovič et al, 2016;Grosseck et al, 2019;Rashid, 2019;Nwankwo & Njoku, 2020;Koniukhov & Osadcha, 2020). Unfortunately, there is no evidence that ESD has been included in English learning for computer science or ECS, although computer science programs have begun to use ESD.…”

CTE 2019 – When cloud technologies ruled the education

“…The article "Cloud technologies for enhancing communication of IT-professionals" (Fig. 14) of Svitlana V. Symonenko, Viacheslav V. Osadchyi, Svitlana O. Sysoieva, Kateryna P. Osadcha and Albert A. Azaryan [131] highlights further research by the authors, begun in [45], [88], [130] and [132]. This paper deals with the urgent problem of enabling better communication of IT-specialists in their business and interpersonal interaction using information and communication technologies, including cloud technologies.…”