Hands-on Strategies for Teaching Social and Societal Impacts of Computing
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3736251.3754330.pdf
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Author(s)
Kurkovsky, Stan
Nnamani, Manee Ngozi
Hunter, Aaron
Sobomehin, Olatunde
Braught, Grant
Goldweber, Michael
Date Issued
October 21, 2025
Publisher
ACM|Proceedings of the ACM Global Computing Education Conference 2025 Vol 2
Citation
Stan Kurkovsky, Manee Ngozi Nnamani, Aaron Hunter, Olatunde Sobomehin, Grant Braught, and Michael Goldweber. 2025. Hands-on Strategies for Teaching Social and Societal Impacts of Computing. In Proceedings of the ACM Global on Computing Education Conference 2025 Vol 2 (CompEd 2025). Association for Computing Machinery, New York, NY, USA, 356–358.
Version
Final published version
Abstract
The topic of hands-on strategies for teaching the social and societal impacts of computing is of growing interest to the computer
science education community because it addresses a critical gap in
traditional CS curricula [7]. While technical skills remain central,
educators increasingly recognize the need to prepare students for
the ethical, social, and human-centered challenges posed by modern computing technologies. From AI-driven decision-making to
digital accessibility and data privacy, computing profoundly affects
individuals and communities, making it essential for students to
engage with these issues through experiential learning [12].
Different viewpoints on this topic emerge based on pedagogical
approaches, disciplinary perspectives, and technological optimism
or skepticism. Some educators advocate for integrating servicelearning and community-based projects, arguing that real-world
engagement fosters empathy and ethical awareness. Others emphasize case studies and simulations, providing structured exposure to
societal challenges without the unpredictability of external partnerships. Additionally, viewpoints may diverge on the role of AI: while
some see AI tools as an opportunity to enhance social good, others
worry they may exacerbate biases and reduce human agency in
computing. Despite these differences, there is broad agreement that
computing education must go beyond technical training to include
a deeper understanding of computing’s role in society.
Description
CompEd 2025, October 21–25, 2025, Gaborone, Botswana
MIT Department
MIT Solve
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Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
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DOI of Published Version
https://doi.org/10.1145/3736251.3754330
