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Inputs of Engineering Education Towards Sustainability—2nd Edition

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A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (1 November 2025) | Viewed by 7526

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Special Issue Editors

Prof. Dr. Clara Viegas

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CIETI (Center for Innovation in Engineering and Industrial Technology or Institute), Polytechnic of Porto-School of Engineering (ISEP), 4200-072 Porto, Portugal
Interests: engineering education; physics didactics; professional development; active learning; contextualized learning practices; students’ involvement in professional contexts; lifelong learning
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Prof. Dr. Natércia Lima

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Guest Editor

CIETI (Center for Innovation in Engineering and Industrial Technology or Institute), Polytechnic of Porto-School of Engineering (ISEP), 4200-072 Porto, Portugal
Interests: engineering education (with special attention to the use of virtual and remote labs in students’ learning outcomes); students’ active learning and teachers’ professional development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

One of the major contributors to supporting sustainability concerns is engineering. By addressing technology and innovative solutions for new problems every day, this area of expertise needs to be up to date with the most pressing economic, social and environmental challenges. So, educating new professionals has not only scientific and technical expertise ambitions but also a more subtle goal of developing innovative practices aligned with the increased awareness of sustainability concerns. Engineering education may play an important part in each of these goals. Even though the first goal is already the concern of every engineering teacher, the second still has a long way to go, not only towards habit modifications but also actively producing experts in different fields with deep knowledge regarding the common goal of reducing the ecological footprint on the planet.

How should universities influence their academic and non-academic staff, their students and their communities? How can teachers incorporate these concerns into their courses? How are major students in sustainability developing research projects that deliver positive public impact?

Every teacher’s action, simple as it may be, can positively impact students’ behavior in class, in their homes and in their communities. These efforts replicated by other teachers all over the world, who may follow similar practices, will certainly be a step forward. Even though representing small contributions, the increase in conscious awareness of the problem is very important.

This Special Issue does not aim to address the technical approach of each solution but rather to share these educational experiences and maybe influence other teachers to conduct similar practices, from simple individual actions to departmental or school directives. Teachers, no matter their expertise, may contribute to this problem of civic awareness. Discussing these issues within academia may harvest some day-to-day action changes which may become the motor of new and bigger changes.

Prof. Dr. Clara Viegas
Prof. Dr. Natércia Lima
Guest Editors

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Keywords

sustainability education
engineering education
sustainability development goals
inner transformation
sustainability challenges
innovative engineering solutions
societal challenges

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Published Papers (7 papers)

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Research

23 pages, 3087 KB

Open AccessArticle

Teaching Reform and Practice of Integrating Machine Tool Energy-Saving Technology into Engineering Education

by Bing Yang, Xuyang Liu, Haiyong Jiang, Pengyun Xu, Lifeng Cheng and Bo Peng

Sustainability 2026, 18(3), 1576; https://doi.org/10.3390/su18031576 - 4 Feb 2026

Viewed by 304

Abstract

Under the dual imperatives of environmental protection and sustainable socio-economic development, the high energy consumption of the manufacturing sector has become a significant barrier to its transition toward industrial ecological transformation. Integrating machine tool energy-saving technologies into engineering education serves as a pivotal strategy for enhancing energy efficiency and reducing operational consumption while fostering professionals who possess both sustainability awareness and technical expertise. Building on the core principles and future applications of energy-efficient machining, this study introduces a targeted curriculum reform. In response to challenges including cross-disciplinary content, heavy theoretical demands, and insufficient experiential learning, a blended teaching framework is designed, integrating virtual instruction with practical factory-based training. Implementation outcomes demonstrate that this reform significantly enhances students’ comprehension of energy-saving mechanisms and their capacity to apply sustainable concepts in practical engineering contexts. This study provides a reference for integrating energy-saving education into higher education under the framework of sustainable development. It also offers educational support for the manufacturing industry’s pursuit of low-carbon transition and industrial ecological development, demonstrating the important role of engineering education in advancing ecological civilization and contributing to the broader environmental governance system. Full article

(This article belongs to the Special Issue Inputs of Engineering Education Towards Sustainability—2nd Edition)

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17 pages, 2187 KB

Open AccessArticle

Education for Sustainability: Perceptions of Sustainability Habits in Different Academic Cultures

by Alexandra R. Costa, Natércia Lima, Clara Viegas, Claudia Orozco-Rodríguez, Gustavo R. Alves and André Vaz Fidalgo

Sustainability 2025, 17(24), 11264; https://doi.org/10.3390/su172411264 - 16 Dec 2025

Viewed by 442

Abstract

With the substantial expansion of technology in education during the COVID-19 pandemic, with certain practices even demonstrating a positive impact on environmental sustainability, five years later, it has become pertinent to examine the current perceptions of teachers and students regarding its utilization. This work explores how students and teachers from different countries and academic cultures perceive and incorporate sustainable habits into their daily lives. The focus is on transportation choices, food consumption, and the use of resources. The results of an adapted questionnaire, which was distributed to 855 students and 124 teachers, reveal meaningful differences: students tend to adopt more sustainable transport habits. In contrast, teachers demonstrate a greater commitment to reducing food waste and conserving resources. Cross-country comparisons also highlight differences. When focusing on the major samples (Portugal and Mexico), Portuguese participants scored higher in terms of food and resource sustainability, whereas Mexican participants relied more on public transport. These insights shed light on how sustainability is shaped not only by individual awareness but also by context and educational culture. Furthermore, the findings emphasize the ongoing role of higher education institutions in inspiring meaningful change and fostering a mindset of sustainability in future generations. Full article

(This article belongs to the Special Issue Inputs of Engineering Education Towards Sustainability—2nd Edition)

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14 pages, 1410 KB

Open AccessArticle

Collaborative Sustainability Research Experience for Unleashing Inclusivity and Equity in Engineering Education

by Riadh Habash and George Y. Baho

Sustainability 2025, 17(24), 10917; https://doi.org/10.3390/su172410917 - 6 Dec 2025

Viewed by 413

Abstract

Employers are highlighting the importance of knowledge and professional skills, including personal, interpersonal, communication, and thinking, in their quest for graduates who are prepared for the workforce. Collaborative research is an essential toolbox that integrates knowledge, skills, and attitudes, which is important for future engineers; nonetheless, undergraduate students often struggle to engage effectively in this key competency. This study presents an undergraduate sustainability research experience (CUSRE) that is built into two courses, utilizing a collaborative-based learning (CBL) setting aimed at creating knowledge, improving skills and competencies, encouraging inclusivity, and advancing equitable education. The objective of the study is to narrow the achievement gap, improve graduation rates, and boost students’ enthusiasm and readiness for the Sustainable Development Goals (SDGs). It encompasses a strategy that integrates key approaches, including collaborative research, sustainability as a core value and practice, and educational equity supported by compensatory pedagogy that emphasizes teamwork. Introduced at the University of Ottawa (uOttawa) in Canada, the initiative engaged students to deepen their understanding of the SDGs through research cases and projects. This experience yielded significant knowledge gains and a considerable success rate among participants. Moreover, it has been successfully scaled and adapted for the Global Banking School (GBS) in the UK, thereby broadening its impact to a larger audience. Full article

(This article belongs to the Special Issue Inputs of Engineering Education Towards Sustainability—2nd Edition)

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27 pages, 3903 KB

Open AccessArticle

Integrating Active Learning in an Undergraduate Corrosion Science and Engineering Course—KFUPM’s Active Learning Initiative

by Ihsan Ulhaq Toor

Sustainability 2025, 17(23), 10704; https://doi.org/10.3390/su172310704 - 29 Nov 2025

Cited by 1 | Viewed by 934

Abstract

Material degradation in the form of corrosion is an important industrial problem that affects asset integrity, reliability, and sustainability in various industries. To equip engineering professionals with the knowledge required for appropriate material selection and corrosion-mitigation design, this subject forms an essential part of the engineering curriculum at both undergraduate and graduate levels across multiple disciplines. This paper presents the design, implementation, and evaluation of an active learning (AL)-based course framework to teach a corrosion science and engineering course at the mechanical engineering department, KFUPM. A combination of AL strategies, including project-based learning (PBL), case-based inquiries, peer instruction, and think–pair–share activities, etc., was systematically integrated into the course to promote collaborative learning, conceptual enrichment, and critical thinking. Positive student feedback (>90% for most of the survey questions) with a response rate of 89% indicated increased motivation, improved understanding of complex corrosion mechanisms, and increased confidence in applying knowledge to solve engineering problems. A Cronbach’s alpha coefficient of 0.75 was obtained, reflecting strong internal reliability of the instrument. These findings suggest that integrating AL pedagogies in the corrosion course contributed towards enhanced learning outcomes and student preparation to support sustainable industrial practices using informed materials selection and corrosion management. Full article

(This article belongs to the Special Issue Inputs of Engineering Education Towards Sustainability—2nd Edition)

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15 pages, 692 KB

Open AccessArticle

Sustainable Learning Practices in Engineering Mathematics: Building Self-Regulation and Resilience

by Rita Panaoura

Sustainability 2025, 17(22), 10137; https://doi.org/10.3390/su172210137 - 13 Nov 2025

Viewed by 721

Abstract

Engineering education for sustainability extends beyond environmental awareness. It is aimed at the cultivation of resilient and self-regulated learners capable of continuous growth. The present work draws upon empirical data from three complementary investigations on first-year engineering students’ affective behavior, mathematical difficulties and the use of online quizzes as self-assessment tools. By integrating these findings, the paper proposes a framework for sustainable learning practices in engineering mathematics. The results highlight that affective factors, such as confidence, self-efficacy and motivation, interact significantly with students’ self-regulatory strategies and performance outcomes. Digital self-assessment tools, when purposefully designed, can promote metacognitive reflection and foster a sustainable cycle of feedback and self-improvement. The study argues that sustainable education in engineering must include pedagogical approaches that empower students with interindividual differences to manage their own learning, overcome affective barriers and develop adaptive resilience in demanding quantitative subjects. The proposed model offers practical implications for designing assessment systems that support long-term learner autonomy and well-being, aligning engineering mathematics education with the broader goals of sustainable development. In alignment with SDG 4.7 and the European Skills Agenda, which both emphasize lifelong learning, learner autonomy and the cultivation of adaptive competences for sustainable futures, the proposed framework positions self-regulation and resilience as core sustainability-oriented outcomes in engineering mathematics education. Full article

(This article belongs to the Special Issue Inputs of Engineering Education Towards Sustainability—2nd Edition)

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22 pages, 275 KB

Open AccessArticle

Implementing Resilience and Sustainability into Undergraduate Engineering Curricula: A Qualitative Study with Faculty

by Dazhi Yang, Bhaskar Chittoori, Karen Krier and Shi Feng

Sustainability 2025, 17(16), 7246; https://doi.org/10.3390/su17167246 - 11 Aug 2025

Viewed by 979

Abstract

This study investigates the concurrent implementation of resilience and sustainability concepts into undergraduate engineering curricula. Specifically, it examines the instructional strategies the faculty adopted, the most important aspects and applications of the two concepts, and the challenges faced in implementation. A qualitative study using semi-structured interviews was conducted with eight faculty members from four engineering disciplines. Faculty members employed various instructional strategies such as general discussions, project-based learning, and guest lectures. They considered practicality, the triple bottom line principle, and liability and environmental issues to be the most important aspects of sustainability. They also considered resiliency and rapidity or time recovery to be the most important aspects of resilience. Time constraint was the most common challenge for implementing resilience and sustainability. Packed curricula, struggles in finding the right strategy, students’ lack of motivation, and difficulty in teaching such concepts in introductory courses were also major challenges. As a result, students showed improvements in knowledge and attitudes, particularly regarding sustainability. This study offers practical insights for embedding both concepts into engineering education and recommends further research into instructional strategies and documentation to support integration. Full article

(This article belongs to the Special Issue Inputs of Engineering Education Towards Sustainability—2nd Edition)

16 pages, 2963 KB

Open AccessArticle

Solar Distillation as a Sustainable STEM Tool: Bridging Theory and Practice

by Margarita Castillo Téllez, Beatriz Castillo-Téllez, Diana Concepción Mex Álvarez, Octavio García-Valladares, Alfredo Domínguez Niño and Gerardo Alberto Mejía-Pérez

Sustainability 2025, 17(2), 594; https://doi.org/10.3390/su17020594 - 14 Jan 2025

Cited by 3 | Viewed by 2736 | Correction

Abstract

This study addresses a gap in STEM education by integrating solar distillation as a sustainable, hands-on learning tool to enhance students’ comprehension of heat transfer concepts and increase their awareness of environmental challenges. Guided by Bruner’s constructivist theory, this project-inspired approach aims to bridge theoretical knowledge with real-world applications, particularly sustainability. Students participated actively in the solar still’s design, construction, and analysis phases, allowing them to apply scientific principles in practical contexts. The findings demonstrated that students understood heat and mass transfer concepts more profoundly and developed an appreciation for renewable energy technologies and sustainable practices. Additionally, the project highlighted the impact of external climatic conditions on system performance, promoting an awareness of environmental factors affecting sustainable solutions. This research illustrates the potential of combining constructivist learning with sustainable technology education, preparing students to address pressing global issues such as water scarcity and energy conservation. Full article

(This article belongs to the Special Issue Inputs of Engineering Education Towards Sustainability—2nd Edition)

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