  Research shows that the global society as organized today, with our current
technological and economic system, is impossible to sustain. We are living in
the Anthropocene, an era in which human activities in highly industrialized
countries are responsible for overshooting several planetary boundaries, with
poorer communities contributing 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 paper
describes approaches taken in computing education to address the issue of
sustainability. It presents results of a systematic review of literature on
sustainability in computing education. From a set of 572 publications extracted
from six large digital libraries plus snowballing, we distilled and analyzed
the 90 relevant primary studies. Using an inductive and deductive thematic
analysis, we study 1) conceptions of sustainability, computing, and education,
2) implementations of sustainability in computing education, and 3) 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
research should connect to the substantial body of critical theory such as
feminist theory of science and technology. Existing research on sustainability
in computing education may be considered as rather immature as the majority of
articles are experience reports with limited empirical research.
