Sustainable Computing Education in African Higher Education: A Critical Synthesis and Context-Aware Framework for Practice

Abstract

Sustainable computing is now a mainstream expectation of the profession, yet its treatment in higher education remains uneven, and often reflects assumptions of stable power, affordable connectivity, and frequent hardware refresh. This conceptual paper offers a critical synthesis of the misalignment between globally promoted sustainability competencies and the infrastructural realities of African higher education. We argue that when curricula designed for resource-abundant settings are adopted without adaptation in contexts shaped by energy volatility, high data costs, and complex device ecologies, a design–reality gap emerges: students may learn the language of sustainability but lack the practical competence to engineer resilient, resource-aware systems. Employing an explanatory synthesis of two evidence pools, i.e., global work on sustainable computing education and Africa-focused scholarship on infrastructure constraints, we propose the Context-Aware Sustainable Computing Education Framework. The framework integrates three dimensions of reform: pedagogy that shifts from awareness to context-aware action competence through constraint-led challenges, curriculum reform that embeds frugal computing and lifecycle stewardship as technical rigour within core modules, and an infrastructure-as-driver stance that treats the campus energy and device environment as a living laboratory for responsible trade-offs. We conclude with tiered implementation pathways, showing how departments can progress from minimum viable changes to institutional approaches. The synthesis positions African universities as credible contributors to global thinking on resilient computing under tightening resource constraints.