An Educational Framework for the Disruptive Technologies and their Integration in the UN SDGs Curriculum

Tulsi Pawan Fowdur, University of Mauritius, Réduit, MauritiusFollow
Aishani Radhakeesoon, University of Mauritius, MauritiusFollow

Abstract

Disruptive technologies such as 5G, AI, IoT, cloud computing, and blockchain are revolutionizing life on our planet and at the same time contributing immensely towards sustainable development and the achievement of the UN SDGs. Nowadays, optimizing the management of resources in various fields such as manufacturing, education, health, transportation etc. in a much more efficient way is possible. This can be achieved by capturing a wealth of real-time data via IoT sensors with the ultra-reliable and low latency connections provided by 5G. Additionally, with cloud computing, blockchain, and AI, these real-time systems can securely transmit, store, and analyze a massive amount of data. These disruptive technologies can in fact contribute directly to several SDGs; for example, SDG 1 by helping poverty reduction through mobile money and SDG 2 by boosting food production using IoT and AI. Of paramount importance is to design an appropriate educational curriculum for these disruptive technologies and the UN SDGs. This paper reviews the impact of these technologies on the UN SDGs and provides insights on the design of an educational curriculum for the disruptive technologies and how it can be integrated in the curriculum of the UN SDGs. It was found that AI is the most dominant disruptive technology that must be included in the curriculum of all the UN SDGs followed by IoT and 5G which provide significant ubiquity in different UN SDG applications. Also recommended is to integrate advanced skill levels to be incorporated in the UN SDG curriculum for technologies such as IoT and 5G intermediate skill levels are sufficient for most SDGs.

DOI Link

https://doi.org/10.18785/jetde.1801.12

First Page

215

Last Page

239

Ethics Approval

Not Applicable

Declaration Statement

(a) data availability statement

No data has been used in this work

(b) funding statement

No funding has been received in this work.

(c) conflict of interest disclosure

The authors declare that they have no conflict of interest with respect to this work.

(d) ethics approval statement

This work does not required ethics approval.

(e) participant consent statement

This work does not involve interviews or surveys where participant consent was required.

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Recommended Citation

Fowdur, T., & Radhakeesoon, A. (2025). An educational framework for the disruptive technologies and their integration in the UN SDGs curriculum. Journal of Educational Technology Development and Exchange (JETDE), 18(1), 215-239. https://doi.org/10.18785/jetde.1801.12