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Keywords

Digital pedagogy, Cultural Responsiveness, Education for Sustainable Development (ESD), Global Learning in Higher Education, SDG12: Responsible Consumption and Production, STEM Education

Special Issue

Winter 2025: Higher Education in Gulf Region

Abstract

This study explores how digital pedagogy can be used to advance global learning and cultural responsiveness in STEM education, with a specific focus on responsible consumption and production (SDG12). Drawing on three undergraduate courses at the American University of Sharjah, Fundamentals of Database Systems, Python for Business Analytics, and Information Systems Strategy, this paper applies the CoDesignS Education for Sustainable Development (ESD) framework to examine how sustainability principles are embedded in course design, pedagogy, and student engagement. Through structured project-based learning, ethical data practices, and culturally relevant content, students develop key sustainability competencies while enhancing their intercultural awareness and digital fluency. The paper highlights broader institutional enablers, such as cross-departmental collaboration and mentorship programs, and reflects on the challenges of integrating ESD within STEM curricula in a multicultural university context. These case studies offer transferable insights for higher education institutions seeking to localize global sustainability goals through innovative and culturally responsive approaches to teaching and learning.

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