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.

翻译：研究表明，以当前技术和经济体系为基础的全球社会结构是不可持续的。我们生活在人类世，这是一个高度工业化国家的人类活动导致多个地球边界被突破的时代，而对问题贡献最小的贫困社区却受到最严重的影响。与此同时，技术和经济收益未能为社会大众提供平等机会和改善生活质量。本文描述了计算教育中解决可持续性问题的具体方法，并呈现了对计算教育中可持续性文献的系统综述结果。从六个大型数字图书馆提取的572篇出版物及滚雪球法补充文献中，我们筛选并分析了90篇相关核心研究。通过归纳与演绎主题分析法，我们研究了：1）可持续性、计算与教育的概念认知，2）可持续性在计算教育中的实施方式，以及3）计算教育中可持续性研究的现状。我们构建了一个涵盖学习目标、成果及教学方法的框架，该框架可在未来工作中映射至现有标准与课程体系。研究发现，仅有少数文章涉及需通过彻底系统性变革及全新计算与教育认知来应对的挑战。我们建议未来研究应与批判理论（如科技女性主义理论）的重要成果建立联系。现有计算教育中的可持续性研究尚不成熟，多数文章为经验报告，缺乏实证研究支撑。