Interdisciplinary collaboration: using SDGs and digital social innovations in response to local community challenges

Abstract

There is an urgent need to embed Education for Sustainable Development with a special focus on community needs, within the university context. To respond to this, we combine Information Systems and Urban Planning students in an interdisciplinary collaborative student project that engages with local community challenges. We reflect on this student project from a pedagogical perspective to draw lessons for future curriculum interventions that can respond to our main research question: How can the SDGs be embedded in an IS curriculum to develop responsive digital social innovations? The method followed in this project is Design-Based Research (DBR) which uses several iterations to potentially develop and refine both theoretical insights and practical solutions to teaching and learning challenges. For this paper, we draw on data produced during one such iteration in the form of online reflections and project artefacts. The data was analysed by focusing on recurring themes that can provide insight into answering the research question. The application of design thinking that incorporates the value of local knowledge, diverse collaborative teams, embracing ambiguity and the potential of iteration and failure is recommended. Further recommendations to instil IS for sustainable development and societal good within the curriculum include shifting from Industry 4.0 to Society 5.0, multi-disciplinary to transdisciplinary learning, traditional critical thinking to design thinking and problem-solving to problem-engagement. In conclusion, we argue for bold shifts in the way students engage with complex, wicked