This is work-in-progress research-to-practice. Computer-based solutions are viewed as key to many technological problems, especially in reducing the impact of technology on the environment. At the same time, these computing solutions have their negative impacts. Such negative impacts are not understood by many computing specialists, as computing graduates have not been made aware of these undesirable impacts of their solutions. Based on frameworks such as CC2020, most computing curricula in Southern Africa, do not incorporate sustainability concepts. This means computing graduates of these African institutions will continue to view the quality of their computing solutions as defined by curricula that lack emphasis on sustainability. However, Africa's contribution to engineering education with a green twist can address this predicament. By integrating sustainability principles into computing and engineering curricula, African higher education institutions (HEI) can pioneer a new generation of professionals equipped with knowledge and skills to develop sustainable green technological solutions. Such an approach will not only address local challenges but will also position Africa as a major contributor to green computing and sustainable engineering practices, which are increasingly crucial in the global effort to mitigate environmental degradation. Using Design Science Research (DSR), incorporating Action Research, this paper discusses the process of formulating a green-friendly computing curriculum for use by five African universities, participating in a European Union-funded project, Grow Green Africa (Gr2A). This hybrid approach to curriculum development ensures the viability of the resulting curriculum and its adaptability and sustainability over time. The designed curriculum incorporates sustainability principles aimed at fostering sustainable practices in the computing sector. The competency-based learning model encompasses knowledge, skills, and dispositions required to execute tasks in various fields of computing. Such an approach transcends the traditional “knowing-what” paradigm and encompasses the “know-how” and “know-why” aspects of applied tasks. Developing competencies in areas such as green computing and sustainability is proposed as vital for meeting the demands and future trends in Southern Africa. By revamping curricula to include sustain ability aspects, higher educational institutions can equip students with the necessary knowledge and skills enabling them to integrate sustainable practices into their computing endeavors, thus reducing the negative impact of computing on the environment. This proactive approach not only promotes environmental stewardship but also aligns with the broader goals of human development and prosperity in the Southern Africa region. Furthermore, it positions Africa as a hub for innovative and sustainable green engineering solutions, contributing to the global effort to address environmental challenges while driving economic growth and social development. This research would also be important to curriculum developers as it gives a clear process to follow when incorporating sustainability concepts into engineering curricula in general and computing in particular.