The ‘landscape’ around sustainability education in engineering has continued to evolve. Engineering education for sustainability largely emerged originally out of environmental engineering imperatives, though more recent developments have considerably broadened the scope of ‘sustainability’ teaching in professional engineering programmes. This has implications for associated curriculum developments as well as having pedagogical implications. Principal drivers for these developments emanate from the evolving requirements of professional engineering bodies internationally. These drivers have been supported and supplemented by an enhanced sense of urgency in the wake of the impacts of an unsustainable societal construct (e.g. the consequences of accelerated climate change, biodiversity loss, energy and food imperatives, etc.), as well as broader drivers such as around university policy, industry expectations for graduate attributes, and evolving societal imperatives. Having reflected on the above, some specific examples of how engineering education for sustainability may be incorporated into the curriculum are considered.
Byrne, E. (2023). Contemporary Landscape, Drivers and Developments in Engineering Education for Sustainability. European Society for Engineering Education (SEFI). DOI: 10.21427/17P2-8365
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