Sustainability of Programming Education Through CDIO-Oriented Practice: An Empirical Study on Syntax-Level Structural Visualization for Functional Programming Languages

This study integrates the 2017 United Nations ESD framework and UNESCO’s ESD priorities with the Sustainable Development Goal (SDG) of “quality education” and the CDIO (Conceive, Design, Implement, Operate) framework to propose an innovative programming teaching model. A central component is an auto...

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Bibliographic Details
Published in:Sustainability Vol. 17; no. 12; p. 5630
Main Authors: Lai, Chien-Hung, Ho, Liang-Chieh, Liao, Zi-Yi
Format: Journal Article
Language:English
Published: Basel MDPI AG 01.06.2025
Subjects:
Algorithms
Augmented reality
Cognition & reasoning
Cognitive load
Computer programming
Education
Educational aspects
Educational objectives
Feedback
Learning
Logic
Pedagogy
Problem solving
Programming languages
Skills
Students
Study and teaching
Sustainable development
Syntax
Visualization
Taiwan
ISSN:2071-1050, 2071-1050
Online Access:Get full text
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Summary:This study integrates the 2017 United Nations ESD framework and UNESCO’s ESD priorities with the Sustainable Development Goal (SDG) of “quality education” and the CDIO (Conceive, Design, Implement, Operate) framework to propose an innovative programming teaching model. A central component is an automatic architecture diagram generation system that visualizes program code structures in real-time, reducing cognitive load and enhancing comprehension of abstract programming concepts such as recursion and data structures. Students complete a project-based assignment—developing a Scheme interpreter—to simulate real-world software development. This model emphasizes system thinking, modular design, and problem solving, aligning with CDIO’s structured learning progression. The experimental results show that students using the system significantly outperformed the control group in their final project scores, demonstrating improved practical programming ability. While cognitive load remained stable, learning motivation decreased slightly, indicating the need for additional affective design support. The findings confirm that the integration of visual learning tools and project-based pedagogy under the CDIO framework supports the development of critical competencies for sustainable development. This approach offers a transformative step forward in programming education, cultivating learners who are capable, innovative, and ready to meaningfully contribute to global sustainability.
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ISSN:2071-1050
2071-1050
DOI:10.3390/su17125630