Exploring Teacher Readiness and Project-Based Learning in Informatics Curriculum as a Pathway to Sustainable Cities Felinda Aprilia Rahma
Graduate School, Indonesian Educational University
Jl. Dr. Setiabudi No.229, Bandung 40154, Indonesia
*felindaaprilia16[at]upi.edu
Abstract
Indonesia^s Informatics curriculum transformation under the Merdeka Curriculum highlights Project-Based Learning (PjBL) as a pathway to foster 21st-century competencies. This study explores how Informatics education can contribute to Sustainable Cities (SDG 11) by integrating sustainability themes into digital learning. Specifically, the research examines the potential of PjBL to strengthen digital citizenship and eco-smart innovation among high school students. Using a mixed-method design, data will be collected through classroom observation, student project analysis, and teacher interviews within a one-month intervention. Early findings are expected to show that students can design simple eco-smart digital projects, such as energy-saving or waste-mapping applications, while also enhancing collaboration, problem-solving, and environmental awareness. The study emphasizes the role of culturally responsive pedagogy to contextualize sustainability in local practices, making the learning experience more relevant. This research contributes to bridging the gap between digital literacy and sustainability education by positioning Informatics not only as a technical subject but also as a driver for sustainable urban futures.
Keywords: Informatics Curriculum- Project-Based Learning- Education for Sustainable Development- Digital Citizenship- Sustainable Cities
