# Engineering Education in 2050/CS for Sustainability

In a rapidly advancing era of technology and innovation, three critical areas demand our attention and action for a sustainable future: sustainable hardware design and production, recycling and reuse of electronic materials, and ethical sourcing of materials. We predict that by 2050, a comprehensive transformation of Computer Science education will create a societal shift that will ensure that future generations of technology professionals are committed to sustainability and ethical practices surrounding not only areas relating to CS but all practices associated with general technological design and innovation.
Sustainable Hardware Design and Production
The current trends surrounding sustainable hardware design and production are leading society down a dangerous road. The disastrous environmental impacts that come with surging technology consumption can be attributed to the fact that current hardware design and production practices are not focused on optimal sustainability. Every year, approximately 40 million metric tons of electronic waste consisting of discarded televisions, phones, computers, and other electronic hardware are produced globally. This electronic waste makes up 70% of the toxic heavy metals in these landfills. As companies and manufacturers are not actively working to make these technological devices sustainable in every sense of the word, the harm inflicted upon the environment will only get worse.
This is why a next-generation sustainable solution must be proposed that has technology companies focused on longevity, energy efficiency, and responsible materials associated with each newly designed and constructed piece of hardware. The society of 2050 will be one where industry professionals apply their knowledge on how to effectively foster sustainable hardware design and production practices in the workplace after having learned every part of this process in school. This will be able to become a reality once CS curriculum shifts are incorporated into every level of the education system. This shift must be based on centering CS education around teaching about longevity, energy efficiency, and responsible material use, concerning the design and production of hardware. A curriculum rooted in practical projects with real-world applications paired with industry collaboration will make the classroom of 2050 one that actively works to better society through thoughtful innovation. This classroom of 2050 will bring about a new era of the technology industry in the form of encouraging smart consumer demand on a global scale. This means that the next generation of technology consumers will be educated and informed on how to help save our planet from further environmental disasters, encouraging them to only demand sustainable technology from companies and manufacturers. This demand will inevitably force these technology producers to reinvent their hardware design and production practices. Once this shift takes form in the United States, it will take shape globally until society actively works to continuously save itself from an unsustainable technology future.
Recycling and Reuse of Electronic Components
In the current era where advancements in technology are rapidly outpacing electronic lifespans, the recycling and reuse of electronic components emerge as a pivotal strategy to promote sustainability and mitigate environmental impact. A study done by the World Economic Forum showed that in 2019 alone, humans produced for than 59.1 million tons of electronic waste, which was an increase of 21 percent more than in 2014. The staggering increase in electronic waste highlights a critical challenge: the need to more effectively repurpose and manage electronic waste. Not only does the accumulation of e-waste pose significant threats to the environment and public health, but also a loss of valuable resources. The under-recycling of lithium-ion batters, a key component in many new technologies including electronic vehicles and phones, is particularly alarming, with only 5% being recycled annually. Meanwhile, the reuse of electronic waste offers a trove of resources including glass, plastics, and metal wiring that could be used in the manufacturing of new electronics.
To address the critical gap in electronic component recycling and reuse, a fundamental shift in computer science and engineering curricula is essential. Future computer science engineers have to be equipped with the knowledge and deeper understanding of circular economy, business collaboration, and waste ethics. Not only will students know how to design and build electronics, but to also think about the sustainability of the product. Integrating a deep understanding of circular economy strategies into the computer science and engineering curricula will not only promote recycling habits but also a completely different view of the electronic product lifecycle. This would not only create a shift of mindset towards product design, but the environmental footprint of their products. In terms of business collaboration, collaborative interdisciplinary projects in engineering, business, and environmental science would provide hands-on experience for students to tackle problems that they would face in their careers. This could also include learning about large corporation collaboration to promote electronic recyclability and reuse. Lastly, a strong emphasis on ethics is vital for computer science and engineering students. Although there is ethics classes are already implemented for students in most universities, a broader landscape of ethics classes that fit with computer science-specific majors(and other engineering students) would provide a more catered and impactful fit.
To effectively implement the necessary changes in computer science engineering curricula needed for a sustainable future in 2050, a multi-faceted approach is essential. The collaboration between academic institutions, governmental bodies, and tech industry leaders will be vital for the success of computer science for sustainability. This could be incentivized by policies and funding provided by national or global governments, encouraging universities and schools to make critical changes. Fostering relationships with big tech corporations and universities to provide hands-on projects would provide experience with electronic component recyclability challenges and solutions to change in the future. Addressing the escalating issue of electronic waste and the ineffective recycling methods of critical components like lithium-ion batteries and materials require substantial effort from universities, businesses, and governments. With these efforts, by 2050, we can visualize a world where tech businesses are more committed to product lifespan and universities are bringing forth bright computer science engineers who are passionate about an environmentally conscious future.
Ethical Sourcing of Materials
As our world becomes increasingly reliant on technology, the demand for materials like rare earth elements (REEs) is expected to soar, with projections indicating a 400-600% increase over the next few decades. Over 90% of these essential elements currently come from just four countries, raising concerns about environmental and social impacts associated with their extraction. In this context, the role of Computer Science (CS) education becomes pivotal in advocating for and implementing ethical sourcing practices. Ethical sourcing in the tech industry is not just about procurement; it's a comprehensive approach that encompasses environmental stewardship and social responsibility. By sourcing minerals responsibly, we can significantly reduce environmental damage, such as pollution and loss of biodiversity. More importantly, it addresses critical social concerns by reducing human rights abuses and improving working conditions in mining communities.
To embed these values in future technology professionals, CS curricula must evolve. Courses should include modules focusing on the environmental and social impacts of mineral extraction. This integration will ensure that students are not only adept at technical skills but are also conscious of the broader implications of their work in technology. An interdisciplinary approach is essential in this educational transformation. Collaborating with departments like environmental science provides students with a broader perspective on the lifecycle of technology products, from mineral extraction to end-user application. Such collaborations can foster innovative solutions, like biomining, electrokinetic extraction, and agromining, which offer sustainable alternatives to traditional mining methods. Furthermore, the possibility of asteroid mining presents a futuristic yet potentially pivotal area for research and exploration within the curriculum. In the 2050 CS classroom, real-world case studies will be a cornerstone of learning, utilizing advanced technology to bring practical scenarios to life. Virtual reality (VR) simulations will enable students to immerse themselves in the environments of mining operations, witnessing first-hand the environmental and social impacts of mineral extraction. Through interactive modules, they will navigate complex global supply chains, encountering and resolving ethical dilemmas that mirror those in the professional world. This hands-on approach, blending VR with data-driven case studies, ensures that students not only understand theoretical concepts but also develop critical thinking and problem-solving skills essential for ethical decision-making in their future careers. By 2050, partnerships between educational institutions and tech companies will be deeply integrated into the CS curriculum. Collaborative projects facilitated through digital platforms will allow students to work directly with industry professionals on current challenges in ethical sourcing. These projects might involve developing algorithms for more sustainable supply chain management or designing software solutions for tracking the ethical sourcing of materials. These partnerships will not only provide invaluable practical experience but also open pathways for internships and job opportunities, equipping students with a blend of academic knowledge and industry experience.
The ultimate goal of integrating ethical sourcing into CS education is to nurture a generation that drives innovations prioritizing sustainability. By 2050, we envision a tech industry where ethical sourcing is the norm, influenced by professionals educated on its importance. Educating students in this manner equips them to not only excel in their careers but also to contribute meaningfully to a sustainable and equitable technological landscape.
Summary
* ↑ "Environmental Impact | Electronic Hardware Sustainability". u.osu.edu. Retrieved 2023-12-08.
* ↑ "This year's e-waste to outweigh Great Wall of China". World Economic Forum. 2021-10-18. Retrieved 2023-12-08.
* ↑ "Virgo". search.lib.virginia.edu. Retrieved 2023-12-08.
* ↑ "The Energy Transition Will Need More Rare Earth Elements. Can We Secure Them Sustainably?". State of the Planet. 2023-04-05. Retrieved 2023-12-08.
* ↑ Scheyder, Ernest; Onstad, Eric (08/02/2023). "Insight: World battles to loosen China's grip on vital rare earths for clean energy transition". Reuters. Reuters. Retrieved 12/08/2023. {{cite web}}: Check date values in: |access-date= and |date= (help)