The global environmental crises continue to get worse, fast approaching various irreversible thresholds. While a vast array of approaches to solving sustainability problems are found under the umbrella of Sustainable HCI, their contributions are sometimes hard to compare. In this essay, we describe a set of assumptions that influence what is considered meaningful and important areas of sustainability research, along four dimensions of sustainability: 1) the depth and nature of the sustainability challenges; 2) the role of technological innovation in sustainability; 3) what gets defined as "externalities"to a design or system; and 4) the time perspective used to consider sustainability. We argue that what one assumes within each of these dimensions directly influences what one means by the term "sustainability", which is then reflected in the questions that are asked, the methods chosen, the proposed solutions and the developed systems. By describing these assumptions and some of their commensurate actions, we offer a framework that may enable members of the SHCI community to reflect on and better position their own work and that of others in the field. Our intention is for the framework to lead to better transparency and more constructive conversations about where we might collectively direct our efforts moving forward.

This paper describes a participatory pastcasting workshop designed using action-oriented design research methods in close collaboration with practitioners from Omställningsnätverket (the Swedish Transition Network) as co-researchers. The paper deepens the theoretical understanding of how to implement pastcasting, a novel addition to futures studies methodologies aimed at societal transformation. We outline the process of designing the workshop format and insights from running the workshop in two different locations in Sweden. We propose that exploring complex problems such as climate change as if they have already been solved in an alternative, more desirable present and then imagining what we did to address them in the recent past is liberating and generative of ideas for action. We argue that this methodology is a powerful addition to other futuring techniques as it concretises urgently needed societal transformations and brings them closer to people and their communities.

The necessary transition away from a fossil fuel-based energy regime has far-reaching implications for socio-material and cultural aspects of energy use in people's everyday lives. We describe a case study of such transitions as enacted by active members of Omställningsnätverket (the Swedish Transition Network) to increase our understanding of local energy transitions. Through an exploratory study of semi-structured interviews, we have identified four strategies used to support local transition efforts: 1) to focus on concrete, practical action, 2) that is situated in a specific place, and 3) is aimed at fixing broken social contracts, increasing trust and aiding local economies 4) without demanding affiliation or allegiance to a specific course of action, movement or worldview. We interpret the results using the middle-out perspective as applied to individual actors and conclude by arguing that identifying individual middle actors and supporting their work may be an effective addition to current municipal or regional sustainability initiatives.

The widespread awareness and the sense of urgency and helplessness regarding the ongoing sustainability crisis (climate change, biodiversity loss etc.) can evoke feelings of grief, sorrow, despair and anxiety. Those emotions are seldom discussed in computing or in computing education. They can have detrimental effects on the well-being of students and others, and also lead to inaction. But concern can on the other hand also be a catalyst for learning. In this paper, we present results and reflections from a research and development project in our introductory course to sustainability and ICT focusing on emotions in sustainability education. We focus on “eco-anxiety” and ask: 1) How is eco-anxiety communicated by students and teachers?, 2) In what ways do students receive support to deal with eco-anxiety? and 3) What could be done to better address eco-anxiety in computing education? We here present an analysis of how we have responded to the phenomenon of eco-anxiety, what activities have been added to the course and an evaluation of these interventions. The results are based on joint reflections that have been guided by literature, a small-scale ethnographic study as well as a course evaluation. The paper will end with recommendations for other ICT4S educators on how they can start addressing eco-anxiety in their education.

Humanity is facing a poly-crisis that threatens life on Earth. Learning about our “troubled times” can invoke dread, i.e. emotions of fear about terrible things still to happen, and hope that these things will not happen. This study asks how dread and hope manifest in education dedicated to sustainability in the field of engineering and STEM and how educators and students navigate these emotions. We explore educators’ experiences through a theoretical framework in which we conceptualise emotions as socio-political. We conducted workshops to bring together and analyse our own experiences and views as educators and education researchers. Our data consists of diary and field notes generated during a sustainability course offered to media technology students at a technical university in 2021, as well as meta-emotion reflections from educator workshops in 2024. We demonstrate that dread can play a constructive role in learning, serving as both a means to grasp our current situation and a catalyst for action in the face of dark futures.

The multiple unfolding crises that threaten life on Earth keep many of us awake at night and leave us at a loss about how to meaningfully respond. Much of humanity's efforts to address the crises are ultimately aimed at upholding the current unsustainable paradigm of infinite growth and exploitation of both natural resources and humans. In this paper, we offer the Two Loops model of change as a framework for understanding the interrelated crises of our times - the meta-crisis - to help us find clues for personal agency and also hope. Notably, Two Loops asks us to face the need for hospicing and grieving what is dying, reorienting computing to work to what comes after and what must be protected and saved. We work through the model's various spaces for agency, i.e. innovating, naming, connecting, nurturing, illuminating in the emergent System; and stewarding, hospicing, composting and transitioning in the dying dominant System. We suggest examples and clues as to where computing and HCI professionals' agency might lie in and between the two Systems in terms of skills, tools, practices and projects. Moving forward, we welcome a deeper, large-scale collaborative mapping of the possible contributions of our profession, to include all the different specialisms of our field in the picture of how we can be of service to liveable futures.