EnglishIn the English curriculum, students critically evaluate texts, perspectives, and themes, making it an ideal space to explore environmental narratives and “greenwashing” in media. Students can analyse persuasive or expository texts on digital sustainability, asking “Is this tech company truly ‘green’?”, “How do tech advertisements use environmental language to mislead?”, or “What narratives are missing in the conversation about e-waste?” These lend themselves well to persuasive writing, media analysis, or debates on digital environmental responsibility.Science (Environmental Science / Earth & Space Science)Science courses frequently focus on sustainability, ecosystems, and the impact of human activity on the planet. This aligns naturally with questions such as “What is the carbon footprint of cloud computing?”, “How do server farms affect local ecosystems?”, or “Can digital technology help monitor and mitigate climate change?” Students can conduct research projects comparing environmental costs and benefits of digital solutions or use data sets to model pollution caused by e-waste.Digital Technologies / Computer ScienceDigital Technologies curricula (including the Australian, UK, and US) explicitly include sustainability and environmental impact. Students might examine “How energy-efficient is the code we write?”, “What happens to old hardware when we upgrade?”, or “Can we design low-impact apps or systems?” Projects could include building sustainable tech prototypes, auditing energy use in computing, or exploring circular design principles in software and hardware development.GeographyGeography investigates human-environment interactions and is a great context for studying digital technologies’ ecological footprints. Students could ask, “Where do raw materials for smartphones come from?”, “How does digital infrastructure affect urban and rural land use?”, or “What role do satellites and GIS play in environmental monitoring?” Case studies on mining for rare earth elements, digital deserts, or tech-fuelled deforestation would deepen geographical inquiry skills.Design and TechnologiesThis subject encourages students to design solutions with awareness of social and environmental sustainability. Key teaching questions include “How can we reduce the lifecycle impact of tech products?”, “What is eco-design in the context of digital devices?”, or “How can we apply the principles of ‘cradle-to-cradle’ or closed-loop design to electronics?” Students might engage in sustainable redesign challenges or audit the energy use of different design tools.Civics and CitizenshipAs students examine democratic responsibility, rights, and participation, they can explore digital environmental justice: “Who bears the environmental burden of digital consumption?”, “Should governments regulate e-waste exports?”, or “What policies support equitable access to green technologies?” These topics are excellent for role-play debates, policy pitches, or mock UN climate tech summits.Mathematics (Statistics & Data)In mathematics, students interpret data and trends, opening up questions like “How much CO2 is generated by a Google search?”, “What do energy use graphs of tech companies reveal?”, or “How can we model the global growth of e-waste?” Students could analyse real-world datasets on energy consumption, digital product lifecycles, or climate projections influenced by digital tools.Visual Arts / Media ArtsVisual Arts and Media Arts students often explore themes of communication, critique, and message. Prompts might include “How can digital art raise awareness of e-waste or tech pollution?”, “What does digital decay or “digital plastic” look like?”, or “Can we create installations from recycled AI output?” Students could design visual campaigns, create artworks from obsolete tech, or critically assess how digital art platforms contribute to or challenge environmental issues.Theory of Knowledge (IB)In TOK, students explore how knowledge is constructed and evaluated, making it fertile ground for questions like “How does digital surveillance impact the environment and our understanding of ethical responsibility?”, or “Do we have a moral obligation to consider the environmental cost of digital knowledge systems?” These are excellent for essays, presentations, and cross-disciplinary inquiry.
