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Sustainability of Programming Education Through CDIO-Oriented Practice: An Empirical Study on Syntax-Level Structural Visualization for Functional Programming Languages

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  • Chien-Hung Lai

    (Department of Information and Computer Engineering, Chung Yuan Christian University, Taoyuan 320680, Taiwan)

  • Liang-Chieh Ho

    (Department of Information and Computer Engineering, Chung Yuan Christian University, Taoyuan 320680, Taiwan)

  • Zi-Yi Liao

    (Department of Information and Computer Engineering, Chung Yuan Christian University, Taoyuan 320680, Taiwan)

Abstract

This study integrates the 2017 United Nations ESD framework and UNESCO’s ESD priorities with the Sustainable Development Goal (SDG) of “quality education” and the CDIO (Conceive, Design, Implement, Operate) framework to propose an innovative programming teaching model. A central component is an automatic architecture diagram generation system that visualizes program code structures in real-time, reducing cognitive load and enhancing comprehension of abstract programming concepts such as recursion and data structures. Students complete a project-based assignment—developing a Scheme interpreter—to simulate real-world software development. This model emphasizes system thinking, modular design, and problem solving, aligning with CDIO’s structured learning progression. The experimental results show that students using the system significantly outperformed the control group in their final project scores, demonstrating improved practical programming ability. While cognitive load remained stable, learning motivation decreased slightly, indicating the need for additional affective design support. The findings confirm that the integration of visual learning tools and project-based pedagogy under the CDIO framework supports the development of critical competencies for sustainable development. This approach offers a transformative step forward in programming education, cultivating learners who are capable, innovative, and ready to meaningfully contribute to global sustainability.

Suggested Citation

  • Chien-Hung Lai & Liang-Chieh Ho & Zi-Yi Liao, 2025. "Sustainability of Programming Education Through CDIO-Oriented Practice: An Empirical Study on Syntax-Level Structural Visualization for Functional Programming Languages," Sustainability, MDPI, vol. 17(12), pages 1-24, June.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:12:p:5630-:d:1682233
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    References listed on IDEAS

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    1. Reshmy Krishnan & Sarachandran Nair & Baby Sam Saamuel & Sheeba Justin & Celestine Iwendi & Cresantus Biamba & Ebuka Ibeke, 2022. "Smart Analysis of Learners Performance Using Learning Analytics for Improving Academic Progression: A Case Study Model," Sustainability, MDPI, vol. 14(6), pages 1-13, March.
    2. Naresh Giangrande & Rehema M. White & May East & Ross Jackson & Tim Clarke & Michel Saloff Coste & Gil Penha-Lopes, 2019. "A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
    3. Göran Finnveden & André Schneider, 2023. "Sustainable Development in Higher Education—What Sustainability Skills Do Industry Need?," Sustainability, MDPI, vol. 15(5), pages 1-7, February.
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