Downloads: A PDF of this resource will be available soon.
Related INCOSE Competencies: Toolkit resources are designed to be applicable to any engineering discipline, but educators might find it useful to understand their alignment to competencies outlined by the International Council on Systems Engineering (INCOSE). The INCOSE Competency Framework provides a set of 37 competencies for Systems Engineering within a tailorable framework that provides guidance for practitioners and stakeholders to identify knowledge, skills, abilities and behaviours crucial to Systems Engineering effectiveness. A free spreadsheet version of the framework can be downloaded.
This resource relates to the Systems Thinking, Systems Modelling and Analysis, Configuration Management, Requirements Definition, Communication, Verification, and Validation INCOSE Competencies.
AHEP4 mapping: This resource addresses several of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4):Analytical Tools and Techniques (critical to the ability to model and solve problems), and Integrated / Systems Approach (essential to the solution of broadly-defined problems). In addition, this resource addresses the themes of Sustainability and Communication.
Educational level: Advanced.
Learning and teaching notes:
Overview:
This multi-part case study guides students through the complex systems challenges of Prince Edward Island, Canada’s ambitious 100% renewable energy transition by 2030. Students will experience how technical, social, and economic factors interact through emergence, feedback loops, and multi-scale dynamics that traditional engineering analysis alone cannot capture.
Learners have the opportunity to:
Identify complex systems characteristics (emergence, feedback loops, nonlinearity) in real energy systems.
Apply multiple modelling approaches (ABM, system dynamics, network analysis) to analyse system behaviour.
Evaluate how technical decisions create emergent social and economic consequences.
Synthesise insights from different modelling approaches to inform policy recommendations.
Communicate complex systems concepts and uncertainties to non-technical stakeholders.
Teachers have the opportunity to:
Demonstrate complex systems concepts through hands-on modelling.
Facilitate discussions on emergence and system-level behaviours.
Evaluate learners’ ability to apply systems thinking to engineering problems.
Connect technical modelling to real-world policy and social implications.
Overview: Energy transition as a complex systems challenge:
Prince Edward Island (PEI), Canada’s smallest province, aims to achieve 100% renewable electricity by 2030. Its small grid, dependence on imported power, and growing renewable infrastructure make it a natural laboratory for systems thinking in energy transitions.
This case invites students to explore how technical, social, and policy decisions interact to shape renewable integration outcomes. Using complexity-science tools, they will uncover how local actions produce emergent system behaviour, and why traditional linear models often fail to predict real-world dynamics.
The complex challenge: Traditional engineering approaches often treat energy systems as predictable and linear, optimising components like generation, transmission, or storage in isolation. However, energy transitions are complex socio-technical systems, characterised by feedback loops, interdependencies, and emergent behaviours.
In PEI’s case, replacing stable baseload imports with variable wind and solar generation creates cascading effects on grid stability, pricing, storage demand, and social acceptance. The island’s bounded geography magnifies these interactions, making it an ideal context to observe emergence and system-level behaviour arising from local interactions.
PEI currently imports about 75% of its electricity via two 180 MW submarine cables, while 25% is produced locally through onshore wind farms (204 MW). Plans for offshore wind, community solar, and hydrogen projects have triggered debates around stability, affordability, and social acceptance.
Taking on the role of an engineer at TechnoGrid Consulting, students are tasked to advise Maritime Electric, the island’s utility, on modelling strategies to guide $2.5 billion in renewable investments.
Competing goals:
Maintain grid reliability while replacing fossil baseloads.
Achieve policy targets without increasing public resistance.
Balance economic cost, environmental benefit, and technological feasibility.
Discussion prompt:
In systems terms, where do you see tensions between policy, technology, and society? How might feedback loops amplify or mitigate these tensions?
While Maritime Electric’s engineering team insists the project scope should stay strictly technical, limited to grid hardware, generation, and storage, policy advisors argue that social behaviour, market pricing, and community engagement are part of the system’s real dynamics.
Expanding boundaries makes the model richer but harder to manage; narrowing them simplifies computation but risks missing the very factors that determine success.
Temporal boundaries: timescales from milliseconds (grid response) to decades (infrastructure).
Organisational boundaries: stakeholders, regulations, and markets.
Discuss how including or excluding elements (e.g., electric-vehicle uptake, community cooperatives, carbon policy) changes the model’s focus and meaning.
Learning insight:
Complex systems cannot be fully understood in isolation; boundaries are analytical choices that shape both perception and leverage. Every inclusion or exclusion reflects an assumption about what matters and that assumption determines which complexities emerge, and which stay hidden.
Part three: Modelling the system: Multiple lenses of complexity:
(a) Agent-Based Modelling (ABM) with NetLogo:
Students construct simplified models of households, businesses, and grid operators:
Household agents: decide to adopt rooftop solar based on payback time and neighbour influence.
Technology providers: adjust prices in response to market demand.
Grid operator: balances reliability and cost.
Emergent patterns such as adoption S-curves or network clustering illustrate how simple local rules generate complex collective dynamics.
(b) System Dynamics (SD) with Vensim:
Students then develop causal loop diagrams capturing key feedbacks:
Adoption–Learning Loop: installations ↓ costs ↓ encourage more adoption.
Cost–Acceptance Loop: higher bills ↓ public support ↓ investment capacity.
This provides a macroscopic view of feedback, delay, and leverage points.
(c) Network Analysis with Python (NetworkX):
Students model actor interdependencies: how households, utilities, industries, and regulators interact. Network metrics (centrality, clustering, connectivity) reveal where resilience or vulnerability is concentrated.
Reflection prompt:
Which modelling approach offered the most insight into system-level behaviour? What were the trade-offs in complexity and interpretability?
Part four: Scenario exploration: Pathways to 2030:
Students explore three transition scenarios, each with distinct emergent behaviours:
A. Distributed Solar + Community Storage
300 MW solar, 150 MWh batteries
Decentralised coordination challenges and social clustering effects.
B. Offshore Wind + Grid Enhancement
400 MW offshore wind, new 300 MW interconnection
Weather-dependent reliability and cross-border dependency.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Related INCOSE Competencies: Toolkit resources are designed to be applicable to any engineering discipline, but educators might find it useful to understand their alignment to competencies outlined by the International Council on Systems Engineering (INCOSE). The INCOSE Competency Framework provides a set of 37 competencies for Systems Engineering within a tailorable framework that provides guidance for practitioners and stakeholders to identify knowledge, skills, abilities and behaviours crucial to Systems Engineering effectiveness. A free spreadsheet version of the framework can be downloaded.
This resource relates to the Systems Thinking, Requirements Definition, Communication, Design For, and Critical Thinking INCOSE Competencies.
AHEP4 mapping: This resource addresses several of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): Analytical Tools and Techniques (critical to the ability to model and solve problems), and Integrated / Systems Approach (essential to the solution of broadly-defined problems). In addition, this resource addresses the themes of Sustainability and Communication.
Educational level: Beginner; intermediate.
Acknowledgement:
The case study underpinning this teaching activity was developed by Prof. Kristen MacAskill (University of Cambridge). The Module was first developed and implemented in teaching by TEDI- London, led by a team of learning technologists, Ellie Bates, Laurence Chater, Pratishtha Poudel, and academic member, Rhythima Shinde. This work was carried out in collaboration with the Royal Academy of Engineering through its Engineering X programme — a global partnership that supports safer, more sustainable engineering education and practice worldwide. With critical support from Professor Kristen MacAskill and involvement of Ana Andrade and Hazel Ingham, Aisha Seif Salim. This was a collective effort involving many individuals across TEDI-London and RAEng (advisors and reviewers), and while we cannot name everyone here, we are deeply grateful for all the contributions that made this module possible.
Learning and teaching notes:
This case study introduces a structured, systems-thinking–based teaching resource. It provides educators with tools and frameworks—such as the Cynefin framework and stakeholder mapping—to analyse and interpret complex socio-technical challenges. By exploring the case of the Queensland, Australia floods, it demonstrates how engineering decisions evolve within interconnected technical and social systems, helping students link theory with practice.
The Cynefin framework (Nachbagauer, 2021; Snowden, 2002), helps decision-makers distinguish between different types of problem contexts—simple, complicated, complex, chaotic, and disordered. In an engineering context, this framework guides learners to recognise when traditional linear methods work (for simple or complicated problems) and when adaptive, experimental approaches are required (for complex or chaotic systems).
Within this teaching activity, Cynefin is used to help students understand how resilience strategies evolve when facing uncertainty, incomplete information, and changing stakeholder dynamics. By mapping case study events to the Cynefin domains, learners gain a structured way to navigate uncertainty and identify appropriate modes of action.
This case study activity assumes basic familiarity with systems concepts and builds on this foundation with deeper application to real-world socio-technical challenges.
Summary of context:
The activity focuses on a case study of 2010–2011 floods in Queensland, Australia, which caused extensive damage to urban infrastructure. The Queensland Reconstruction Authority (QRA) initially directed resources to short-term asset repairs but subsequently shifted towards long-term resilience planning, hazard management, and community-centred approaches.
The case resonates with global engineering challenges, such as flood, fire, and storm resilience, and can be easily adapted to local contexts. This case therefore connects systems thinking theory directly to engineering and governance decisions, illustrating how frameworks like Cynefin can support engineers in navigating uncertainty across technical and institutional domains.
Learning objectives:
Aligned with AHEP4 (Engineering Council, 2020) – Outcomes 6, 10, and 16 on systems approaches, sustainability, and risk – this activity emphasises systems thinking, stakeholder engagement, problem definition, and decision-making under uncertainty.
This teaching activity introduces learners to the principles and practice of systems thinking by embedding a real-world case study into engineering education (Godfrey et al., 2014; Monat et al.,2022). The objectives are to:
Enable students to recognise interconnections, interdependencies, and evolving behaviours of stakeholders within socio-technical systems.
Support learners in applying systems frameworks —particularly the Cynefin framework and stakeholder mapping—to analyse complexity, uncertainty, and decision-making in climate resilience and disaster mitigation contexts.
Apply systems thinking tools and frameworks to real-world challenges, such as climate resilience and disaster mitigation.
Strengthen confidence in addressing uncertainty and complexity in engineering problem-solving.
Collaborate effectively across diverse teams, appreciating multiple stakeholder perspectives.
Reflect critically on trade-offs and decision-making in engineering practice.
Equip students to transfer systems insights from case-based scenarios to broader projects in their curriculum and future professional practice.
Teachers have the opportunity to:
Introduce students to complex systems concepts through engaging, real-world case studies.
Facilitate interactive, blended learning using narrative-driven tools, explainer animations, and role-play exercises.
Assess learners’ baseline and improved understanding of systems thinking through pre- and post-module surveys.
Guide students in navigating multiple systems frameworks while managing cognitive load.
Encourage interdisciplinary collaboration and stakeholder-focused analysis within classroom or project-based settings.
Adapt and scale the teaching activity for different educational levels, contexts, and case study themes (e.g., floods, wildfires, extreme heat).
This dedicated platform hosts the interactive modules designed for this teaching activity. Students progress through three modules — Context, Analysis and Insights, and Discussion and Transferable Learning. Each module includes animations, narrative-driven content, scenario prompts, and interactive tasks. The platform ensures flexibility: it can be used in fully online, hybrid, or face-to-face settings. All necessary digital assets (readings, maps, videos, and quizzes) are embedded, so learners have a “one-stop” environment.
The core teaching narrative is anchored in this Engineering X case study. It documents the evolution of the Queensland Reconstruction Authority (QRA) from a short-term flood recovery body to a long-term resilience institution. This resource provides students with authentic socio-technical detail — including stakeholder conflicts, institutional learning, and systemic barriers — which they then interrogate using systems thinking frameworks.
This resource provides a suggested delivery schedule for facilitators. It maps when live sessions, asynchronous tasks, and group discussions should occur, ensuring students remain engaged over the course. It also indicates where key reflective points and assessments (both formative and summative) can be integrated.
5. Pre- and post-module assessment form: (Appendix C)
This tool evaluates students’ systems thinking learning outcomes. It includes:
Baseline survey: assesses initial understanding of systems thinking, approaches to complex problems, and confidence in collaboration.
Scenario-based survey: applies systems thinking questions to a specific context (e.g. extreme monsoon rains and flooding in the case of Sakura Cove – as per the group assignment in module 1).
Post-module survey: measures changes in understanding, confidence, and skills, while also capturing qualitative reflections on learning.
The form provides both quantitative data (Likert scales) and qualitative insights (open-ended reflections), enabling robust evaluation of teaching impact.
Assessment:
Formative: Pre- and post-module surveys assess changes in learners’ self-reported understanding of systems thinking (Appendix A). Facilitators may adapt reflective prompts and scenario-based activities as part of coursework.
Summative (optional): Students can integrate insights into ongoing design projects (e.g. climate resilience in urban redevelopment), with assessment based on problem analysis, stakeholder engagement, and solution development.
Narrative of the case:
Learners are introduced to the case via a fictional guide, “Bernice,” who frames the scenario and supports navigation through the material. Students work through three stages that progressively apply the Cynefin framework and other systems tools to understand how resilience emerges through evolving governance and engineering responses:
1. Context module:
Initial Mandate: Students explore how the QRA was first tasked with rapid technical recovery—fixing roads after flood damage.
Narrative Depth: They study the Queensland floods of 2010–11 not just as a physical shock, but as a systemic stress test on multiple layers: infrastructure, governance, and community systems.
2. Analysis & insights module:
Framework Application: Learners apply systems frameworks (e.g., Cynefin, stakeholder maps) to see how QRA’s remit expanded over time—from asset restoration to hazard anticipation and community resilience.
Knowledge Types: Students distinguish between explicit knowledge (e.g., rebuild standards, hydrology data) and tacit knowledge (e.g., local inter-agency trust, relational coordination).
Governance Layers: Activities explore how resilience depends on multi-level governance, local-state-federal coordination, and overcoming systemic barriers like funding cycles or short-lived institutional mandates.
3. Discussion & transfer learning module:
Reflective Debate: Students weigh whether engineering alone can deliver resilience, or whether social relationships and institutions are equally critical.
Barrier Identification: They debate typical constraints—political, funding, institutional—and propose ways systems thinking can mitigate them.
Transfer Lab: Learners apply the evolved QRA model to other scenarios—e.g., urban heat adaptation or wildfires—considering both technical measures and governance dynamics.
Interactive learning design:
The teaching activity integrates multiple interactive elements to immerse students in systems thinking:
Role-play simulations: Learners take on the role of Queensland Reconstruction Authority (QRA) decision-makers, negotiating trade-offs between immediate engineering fixes and long-term institutional resilience. This requires balancing technical priorities with building trust, relationships, and governance capacity.
Scenario challenges: Students are presented with governance disruptions (e.g. funding cuts, loss of stakeholder trust, leadership turnover). They must reframe solutions using systems approaches, moving from reactive technical patchworks towards adaptive, capacity-building strategies.
Interactive digital tools: The online platform provides hotspot maps for exploring interdependencies, drag-and-drop activities for categorising frameworks, explainer animations, and AI-driven chatbot negotiations with sceptical stakeholders. These exercises develop critical and applied problem-solving skills.
Collaborative reflection: Group discussions and peer-to-peer feedback allow learners to surface diverse perspectives, debate trade-offs, and integrate insights into ongoing project briefs.
Why this approach adds value:
Although rooted in social-technical interactions, the activity explicitly connects systems thinking to core engineering design competencies—problem framing, stakeholder analysis, and iterative solution development under uncertainty
Holistic understanding of resilience: Students experience resilience as more than just technical recovery. They engage with a dynamic system that includes knowledge creation, governance evolution, and social relationships.
Adaptive systems thinking in action: The evolving narrative demonstrates how system boundaries shift over time, and how sustainable outcomes require not only engineering but institutional and cultural change.
Direct relevance to real-world engineering: The case mirrors global infrastructure challenges where effective disaster response and resilience planning depend on the interplay between technical solutions, governance capacity, and community engagement.
Guided questions and activities:
Facilitators can use these prompts to stimulate inquiry and structured reflection:
Who are the key stakeholders in the QRA flood response, and where do their priorities align or conflict?
How do feedback loops and interdependencies influence resilience planning?
What trade-offs exist between rapid repair and long-term resilience?
How can systems frameworks such as the Cynefin model or stakeholder mapping guide decision-making under uncertainty?
In role-play: how would you convince a sceptical funder (AI chatbot) to invest in resilience measures?
How could lessons from flood mitigation be applied to other contexts such as wildfire or urban heat resilience?
Opportunities for extension:
In addition to the Queensland floods and Sakura Cove examples, educators may draw parallels with urban heat planning in London, wildfire adaptation in Australia, or storm resilience in the Netherlands. These comparative cases allow learners to generalise systems insights beyond one event or geography.
The activity is designed to be scalable and adaptable:
Broader case study base: Educators can expand beyond flood resilience to include wildfire, storm, or extreme heat events.
Integration with larger modules: The activity can be embedded into project-based learning modules (e.g. urban redevelopment, transport network resilience).
Advanced complexity: For higher-level learners, facilitators can introduce additional frameworks (e.g. agent-based modelling, system dynamics) to deepen analysis.
This flexibility allows educators to tailor the activity to their students’ level of expertise, institutional context, and disciplinary focus.
References:
Design Council. (2021). Beyond Net Zero: A systemic design approach. Design Council.
Godfrey, P., Crick, R. D., & Huang, S. (2014). Systems thinking, systems design and learning power in engineering education. International Journal of Engineering Education.
Monat, J., Gannon, T., & Amissah, M. (2022). The case for systems thinking in undergraduate engineering education. International Journal of Engineering Pedagogy, 12(3), 50–88.
Nachbagauer, A. (2021). Managing complexity in projects: Extending the Cynefin framework. Project Leadership and Society, 2, 100017.
Snowden, D. (2002). Complex acts of knowing: paradox and descriptive self‐awareness. Journal of knowledge management, 6(2), 100-111.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Authors: Professor Anne Nortcliffe (Wrexham University); Crystal Nwagboso (Engineering Professors’ Council).
Topic: A practical guide for educators on using the Toolkit to embed inclusive employability in teaching, illustrated with real-life case studies and step-by-step session plans.
Engineeringdisciplines: Any.
Keywords: Academics; Active Learning; Case Study; Employability and Skills; Curriculum or Course; Engineering Professionals; Inclusive or Responsible Design; Interdisciplinary or Multidisciplinary; Pedagogy; Problem-Based Learning; Project-Based Learning; Students; Teaching and Learning; Workshop; Collaboration; Higher Education; General and Non-Specific or Other Engineering; Equity, Diversity and Inclusion
Who is this how-to guide / case study for? This guide is designed for educators, curriculum developers, and academic support staff seeking to integrate inclusive employability into engineering education. Through real-world case studies and detailed session plans, it provides practical strategies for fostering students’ professional skills, reflective practice, and meaningful engagement with industry, adaptable across diverse engineering disciplines and teaching contexts.
Activity: Assessment. This example demonstrates how the questions provided in Assessing ethics: Rubric can be used to assess the competencies stipulated at each level.
Authors: Dr. Natalie Wint (UCL); Dr. William Bennett (Swansea University).
This example demonstrates how the questions provided in the accompanying rubric can be used to assess the competencies stipulated at each level. Although we have focused on ‘Water Wars’ here, the suggested assessment questions have been designed in such a way that they can be used in conjunction with the case studies available within the toolkit, or with another case study that has been created (by yourself or elsewhere) to outline an ethical dilemma.
Year 1
Personal values: What is your initial position on the issue? Do you see anything wrong with how DSS are using water? Why, or why not?
Students should provide a stance, but more importantly their stance should be justified. In this instance this may involve reference to common moral values such as environmental sustainability, risk associated with power issues and questions of ownership.
Professional responsibilities: What ethical principles and codes of conduct are relevant to this situation?
Students should refer to relevant principles (e.g. from the Joint Statement of Ethical Principles). For example, in this case some of the relevant principles may include (but not be limited to) “protect, and where possible improve, the quality of built and natural environment”, “maximise the public good and minimise both actual and potential adverse effects for their own and succeeding generations” and “take due account of the limited availability of natural resources”.
Ethical principles and codes of conduct can be used to guide our actions during an ethical dilemma. How does the guidance provided in this case align/differ with your personal views? (This is a question we had created in addition to those provided within the case study to meet the requirements stipulated in the accompanying rubric.)
Students’ answers will depend upon those given to the previous questions but should include some discussion of similarities and differences between their own initial thoughts and principles/codes of conducts, and allude to the tensions involved in ethical dilemmas and the impact on decision making.
What are the moral values involved in this case and why does it constitute an ethical dilemma? (This is a question we had created in addition to those provided within the case study to meet the requirements stipulated in the accompanying rubric.)
Students should be able to identify relevant moral values and explain that an ethical dilemma constitutes a problem in which two or more moral values or norms cannot be fully realised at the same time.
There are two (or a limited number of) options for action and whatever they choose they will commit a moral wrong. The crucial feature of a moral dilemma is not the number of actions that are available but the fact that all possible actions are morally unsatisfactory.
What role should an engineer play in influencing the outcome? What are the implications of not being involved? (This is a question we had created in addition to those provided within the case study to meet the requirements stipulated in the accompanying rubric.)
Engineers are responsible for the design of technological advancements which necessitate data storage. Although this brings many benefits, engineers need to consider the adverse impact of technological advancement such as increased water use. Students may therefore want to consider the wider implications of data storage on the environment and how these can be mitigated.
Year 2
Formulate a moral problem statement which clearly states the problem, its moral nature and who needs to act. (This is a question we had created in addition to those provided within the case study to meet the requirements stipulated in the accompanying rubric.)
An example could be: “Should the civil engineer working for DSS remain loyal to the company and defend them against accusations of causing environmental hazards, or defend their water rights and say that they will not change their behaviour”. It should be clear what the problem is, the moral values at play and who needs to act.
Stakeholder mapping: Who are all the stakeholders in the scenario? What are their positions, perspective and moral values?
Below is a non-exhaustive list of some of the relevant stakeholders and values that may come up.
Stakeholder
Perspectives/interests
Moralvalues
DataStorageSolutions (DSS)
Increasing production in a profitable way; meeting legal requirements; good reputationtomaintain/grow customer base.
Representviewsofthose concerned about biodiversity. May be interested in opening ofgreenbattery plant.
Human welfare; environmental sustainability;justice.
LocalCouncil
Represent views of all stakeholders and would needtoconsidereconomic benefits of DSS (tax and employment), the need of theuniversityandhospital, as well as the needs of local farmers and environmentalists. May beinterestedinopeningof green battery plant.
This may depend on their beliefs as an individual, their employment status and their use of services such as the hospital and university. Typically interested in low taxes/responsible spending of public money. May be interested in opening of green batteryplant.
Reliable storage. They mayalsobeinterestedin being part of an ethical supply chain.
Trust; privacy; accountability;autonomy.
Non-humanstakeholders
Environmental sustainability.
What are some of the possible courses of action in the situation. What responsibilities do you have to the various stakeholders involved? What are some of the advantages and disadvantages associated with each? (Reworded from case study.)
Students should provide a stance but may recognise the tensions involved. For example, at a micro level, tensions between loyalty to the profession and loyalty to the company/personal financial stability. Responsibilities to fellow employees may include the degree to which you risk their jobs by being honest. They may also feel that they should protect environmental and natural resources.
At a macro level, they may consider the need for engineers to inform decisions regarding issues that engineering and technology raise for society (e.g. increased water being needed for data storage) and listen to the aspirations and concerns of others, and challenging statements or policies that cause them professional concern.
What are the relevant facts in this scenario and what other information would you like to help inform your ethical decision making? (This is a question we had created in addition to those provided within the case study to meet the requirements stipulated in the accompanying rubric.)
Students should identify which facts within the case study are relevant in terms of making an ethical decision. In this case, some of the relevant facts may include:
Water use permissible by law (“the data centre always uses the maximum amount legally allotted to it.”)
This centre manages data which is vital for the local community, including the safe running of schools and hospitals, and that its operation requires sufficient water for cooling.
In more arid months, the nearby river almost runs dry, resulting in large volumes of fish dying.
Water levels in farmers’ wells have dropped, making irrigation much more expensive and challenging.
A new green battery plant is planned to open nearby that will create more data demand and has the potential to further increase DSS’ water use.
Obtaining water from other sources will be costly to DSS and may not be practically possible, let alone commercially viable.
Studentsshouldbeawarethatincompleteinformationhindersdecisionmakingduring ethical dilemmas, and that in some cases, further information will be needed to help inform decisions. In this case, some of the questions may pertain to:
Exactly how much water is being used and the legal rights.
Relationship between farmer and DSS/contractual obligations.
How costly irrigation is to the farmers (economic impact), as well as the knock-on impact to their business and supply chain.
How many people DSS employ and how important they are for local economy.
Detail regarding biodiversity loss and its wider impact.
How likely it is that the green battery plant will open and whether DSS is the only eligible supplier.
How much the green battery plant contract is worth to DSS.
How much water the green battery plant will use in the case that DSS get the contract.
Whether DSS is the only option for hospital and university.
What will happen if the services DSS provide to the hospital and university stop or becomes unreliable.
Year 2/Year 3
(At Year 2, students could provide options; at Year 3 they would evaluate and form a judgement.)
Make use of ethical frameworks and/or professional codes to evaluate the options for DSS both short term and long term. How do the uncertainty and assumptions involved in this case impact decision making?
Students should list plausible options. They can then analyse them with respect to different ethical frameworks (whilst we don’t necessary make use of normative ethical theories, analysis according to consequences, intention or action may be a useful approach to this). Below we have included a non-exhaustive list of options with ideas in terms of analysis.
Option
Consequences
Intention
Action
Keepusing water
May lead to expansion and profit of DSS and thus tax revenue/employment and supply.
Reputational damage of DSS may increase. Individual employee piece of mind may be at risk.
Farmers still don’t have water and biodiversity still suffers which may have further impact long term.
Intentionbehindaction notconsistentwith that expected by an engineer, other than with respect to legality
Actionfollowslegalnormsbut not social norms such as good will and concern for others.
Keep using the water but limit furtherwork
May limit expansion and profit of DSS and thus tax revenue/employment and supply.
Farmers still don’t have water and biodiversity still suffers and may have further impact long term. This could still result in reputation damage.
Intentionbehindaction partially consistent with that expected by an engineer.
Actionfollowslegalnormsbut only partially follow social norms such as good will and concern for others.
Makeuseof other sources of water
Data storage continues.
Potential for reputation to increase.
Potential increase in cost of water resulting in less profit potentially less tax revenue/employment.
Farmers have water and biodiversity may improve.
Alternativewatersourcesmaybeassociated with the same issues or worse.
Intention behind action seems consistent with that expected by an engineer. However, this is dependent upon
whether they chose to source sustainablewaterwithlessimpact on biodiversity etc.
Thismaybedependenton the degree to which DSS proactively source sustainable water.
Reduce worklevels or shut down
Impact on profit and thus tax revenue/employment and supply chain. Farmers have water and biodiversity may improve.
May cause operational issues for those whose data is stored.
Seems consistent with those expected of engineer. Raises questions more generally about viability and feasibility of datastorage.
Action doesn’t follow social norms of responsibility to employeesandshareholders.
Investigate othercooling methods which don’t require as much water/don’t take on extra work untilanother method identified.
May benefit whole sector.
May cause interim loss of service.
This follows expectations of the engineeringprofession in terms of evidence-baseddecisionmaking and consideration for impact of engineering in society.
It follows social norms in termsofresponsibledecision making.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Author: Onyekachi Nwafor (CEO, KatexPower).
Topic:Waste management.
Tool type: Teaching.
Relevant disciplines: Environmental; Civil; Systems engineering.
Keywords: Sustainability; Environmental justice; Water and sanitation; Community engagement; Urban planning; Waste management; Nigeria; Sweden; AHEP; Higher education.
Sustainability competency: Systems thinking; Integrated problem-solving competency; Strategic competency.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
Related SDGs: SDG 6 (Clean Water and Sanitation); SDG 11 (Sustainable Cities and Communities); SDG 13 (Climate Action).
Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Cross-disciplinarity.The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational level: Beginner.
Learning and teaching notes:
This case study juxtaposes the waste management strategies of two cities: Stockholm, Sweden, renowned for its advanced recycling and waste-to-energy initiatives, and Lagos, Nigeria, a megacity grappling with rapid urbanisation and growing waste challenges. The contrast and comparison aim to illuminate the diverse complexities, unique solutions, and ethical considerations underlying their respective journeys towards sustainable waste management.
This case is presented in parts. If desired, a teacher can use Part one in isolation, but Parts two and three develop and complicate the concepts presented in Part one to provide for additional learning. The case study allows teachers the option to stop at multiple points for questions and/or activities, as desired.
Learners have the opportunity to:
Understand the role of UNSDGs in urban planning and waste management policy.
Analyse and apply diverse waste management strategies considering socio-economic and cultural contexts.
Advocate for inclusive, equitable, and environmentally conscious waste management solutions.
Teachers have the opportunity to:
Introduce concepts relating to circularity
Link real-world and systemic engineering problems with SDGs
You are a renowned environmental engineer and urban planner, specialising in sustainable waste management systems. The Commissioner of Environment for Lagos invites you to analyse the city’s waste challenges and develop a comprehensive, adaptable roadmap towards a sustainable waste management future. Your mandate involves:
Assessing the current state of waste generation, collection, and disposal in Lagos.
Evaluating the exemplar Stockholm’s waste management strategies and identifying transferable best practices.
Examining the socio-economic and cultural context of Lagos and its specific waste management needs.
Devising a holistic waste management framework that prioritises environmental sustainability, social equity, and community engagement.
Optional STOP for questions and activities:
Discussion: Compare and contrast Lagos’s current waste management with Stockholm’s system, considering factors like efficiency, technology, and environmental impact.
Activity: Map the various stakeholders involved in Lagos’s waste management system, identifying potential partners and challenges for collaboration.
Discussion: Explore the social and economic dimensions of waste management in Lagos. How does waste affect different communities and individuals?
Part two:
As you delve deeper, you recognise the multifaceted challenges Lagos faces. While Stockholm boasts advanced technologies and high recycling rates, its solutions may not directly translate to Lagos’s context. Limited infrastructure, informal waste sectors, and diverse cultural practices must be carefully considered. Your role evolves from simply analysing technicalities and policies to devising a holistic strategy. This strategy must not only champion environmental sustainability but also champion social equity, respecting the unique socio-economic and cultural nuances of each urban setting. You must design a system that:
Promotes waste reduction and source separation at the community level.
Empowers and integrates the informal waste sector through training and formalisation
Ensures access to safe and efficient waste collection for all, particularly underserved communities.
Leverages sustainable technologies and practices (e.g., composting, biogas) while remaining adaptable to resource constraints.
Optional STOP for questions and activities:
Analysing existing waste management policies
City: [Choose Stockholm or Lagos]
Existing policy: [Specify the specific policy you are analysing]
Adaptability for diverse contexts:
Can this policy be easily adapted to other cities with different socio-economic and cultural contexts?
What are the key challenges and opportunities for adaptation?
What resources and support would be needed for successful adaptation?
What technical knowledge and skills are required to enact the policy? What local industries and partners will be critical to success?
Discussion prompts:
To what extent does the existing policy prioritise environmental sustainability, social equity, and economic feasibility?
What role can communities and diverse stakeholders play in shaping and implementing waste management policies?
Part three:
While implementing your strategy, you encounter enthusiasm from some sectors but also resistance from others, particularly informal waste workers and industries whose livelihoods may be impacted. Balancing immediate socio-economic concerns with long-term environmental benefits becomes crucial.
Optional STOP for questions and activities:
Discussion: Explore the ethical considerations of implementing a sustainable waste management system that might have short-term negative impacts on certain groups. How do you balance long-term benefits with potential immediate drawbacks?
Activity: Investigate real-world examples of cities transitioning to sustainable waste management and the strategies they used to mitigate negative socio-economic impacts.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Sustainability competency: Anticipatory; Strategic; Integrated problem-solving.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
Related SDGs: SDG7 (Affordable and Clean Energy); SDG 10 (Reduced Inequalities); SDG 11 (Sustainable Cities and Communities).
Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Cross-disciplinarity. The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational level: Intermediate.
Learning and teaching notes:
This case study offers learners an explorative journey through the multifaceted aspects of deploying off-grid renewable solutions, considering practical, ethical, and societal implications. It dwells on themes such as Engineering and Sustainable Development (emphasizing the role of engineering in driving sustainable initiatives) and Engineering Practice (exploring the application of engineering principles in real-world contexts).
The dilemma in this case is presented in six parts. If desired, a teacher can use Part one in isolation, but Parts two and three develop and complicate the concepts presented in Part one to provide for additional learning. The case study allows teachers the option to stop at multiple points for questions and/or activities, as desired.
Learners have the opportunity to:
Recognise the significance of the SDGs in engineering solutions;
Enhance their skills in applying sustainable engineering practices in real-world scenarios.
Delve into the complexities of implementing off-grid solutions.
Navigate through the ethical considerations of deploying technologies in remote, often vulnerable, communities.
Engage in critical thinking to balance technological, societal, and environmental aspects.
Teachers have the opportunity to:
Highlight the importance of SDGs in engineering.
Facilitate discussions on ethical implications in technology deployment.
Evaluate learners’ ability to devise sustainable and ethical engineering solutions.
DGS; Planning and installing photovoltaic systems: A guide for installers, architects and engineers; ISBN: 978-1849713436; Planning and installing series.
In accordance with a report from the International Energy Agency (IEA) and statistics provided by the World Bank, approximately 633 million individuals in Africa currently lack access to electricity. This stark reality has significant implications for the remote villages across the continent, where challenges related to energy access persistently impact various aspects of daily life and stall social and economic development. In response to this critical issue, the deployment of off-grid renewable solutions emerges as a promising and sustainable alternative. Such solutions have the potential to not only address the pressing energy gap but also to catalyse development in isolated regions.
Situated in one of Egypt’s most breathtaking desert landscapes, Siwa holds a position of immense natural heritage importance within Egypt and on a global scale. The region is home to highly endangered species, some of which have restricted distributions found only in Siwa Oasis. Classified as a remote area, a particular community in Siwa Oasis currently relies predominantly on diesel generators for its power needs, as it remains disconnected from the national grid. Moreover, extending the national grid to this location is deemed economically and environmentally impractical, given the long distances and rugged terrain.
Despite these challenges, Siwa Oasis possesses abundant renewable resources that can serve as the foundation for implementing a reliable, economical, and sustainable energy source. Recognising the environmental significance of the area, the Egyptian Environmental Affairs Agency (EEAA) declared Siwa Oasis as a protected area in 2002.
Part one: Household energy for Siwa Oasis
Imagine being an electrical engineer tasked with developing an off-grid, sustainable power solution for Siwa Oasis village. Your goal is to develop a solution that not only addresses the power needs but also is sustainable, ethical, and has a positive impact on the community. The following data may help in developing your solution.
Data on Household Energy for Siwa Oasis:
Activities:
Analyse typical household appliances and their power consumption (lighting, refrigeration, pressing Iron).
Simulate daily energy usage patterns using smart meter data.
Identify peak usage times and propose strategies for energy conservation (example LED bulbs, etc)
Calculate appliance power consumption and estimate electricity costs.
Discussion:
a. How does this situation relate to SDG 7, and why is it essential for sustainable development?
b. What are the primary and secondary challenges of implementing off-grid solutions in remote villages?
Part two: Power supply options
Electricity supply in Siwa Oasis is mainly depends on Diesel Generators, 4 MAN Diesel Generators of 21 MW which are going to be wasted in four years, 2 CAT Diesel Generators of 5.2 MW and 1 MAN Diesel Generator 4 MW for emergency. Compare and contrast various power supply options for the household (renewable vs. fossil fuel).
Renewable: Focus on solar PV systems, including hands-on activities like solar panel power output measurements and battery sizing calculations.
Fossil fuel: Briefly discuss diesel generators and their environmental impact.
The Siwa Oasis community is divided over the choice of power supply options for their households. On one hand, there is a group advocating for a complete shift to renewable energy, emphasising the environmental benefits and long-term sustainability of solar PV systems. On the other hand, there is a faction arguing to continue relying on the existing diesel generators, citing concerns about the reliability and initial costs associated with solar power. The community must decide which power supply option aligns with their values, priorities, and long-term goals for sustainability and energy independence. This decision will not only impact their day-to-day lives but also shape the future of energy use in Siwa Oasis.
Optional STOP for questions and activities:
Debate: Is it ethical to impose new technologies on communities, even if it’s for perceived improvement of living conditions?
Discussion: How can engineers ensure the sustainability (environmental and operational) of off-grid solutions in remote locations?
Activities: Students to design a basic solar PV system for the household, considering factors like energy demand, solar resource availability, and budget constraints.
Part three: Community mini-grid via harnessing the desert sun
Mini-grid systems (sometimes referred to as micro-grids) generally serve several buildings or entire communities. The abundant sunshine in Siwa community makes it ideal for solar photovoltaic (PV) systems and based on the load demand of the community, a solar PV mini grid solution will work perfectly.
Electrical components of a typical PV system can be classified into DC and AC.
DC components: The electrical connection of solar modules to the inverter constitutes the DC part of a PV installation. Its design requires particular care and reliable components, as there is a risk of significant accidents with high DC voltages and currents, especially due to electric arcs.
The key DC components are:
PV cables and connectors: PV modules are usually delivered with a junction box and pre-assembled cables with single-contact electrical connectors. They enable easy interconnection of individual modules in strings. Solar cables are made of copper or aluminum (more cost-efficient).
Combiner boxes: Here, incoming strings are connected in parallel, and the resulting current is channeled through an output terminal to the inverter. A combiner box usually contains all required protection devices, disconnectors, and measuring equipment for string monitoring.
AC components: The equipment installed on the AC side of the inverter depends on the size and voltage class of the grid connection (low-voltage (LV), medium-voltage (MV), or high-voltage (HV) grid). Utility-scale PV plants usually require the following equipment:
Transformers, to increase the inverter output voltage to the grid voltage level
AC cables, buried
Circuit breakers, switchgears, and protection devices, for large PV plants (MV/HV connection)
Electricity meters
Activities:
Research and discuss the safety precautions and regulations for working with DC systems.
Analyse the DC components of a typical PV system, including cables, connectors, and combiner boxes.
Calculate the voltage and current levels at different points in the DC circuit based on the system design.
Investigate the concept of power factor and its significance in grid stability and energy bills.
Analyse the power factor of common household appliances and discuss its impact on the mini-grid.
Propose strategies to improve the overall power factor of the mini-grid, such as using capacitors or choosing energy-efficient appliances.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Keywords: Circular business models; Teaching or embedding sustainability; Plastic waste; Plastic pollution; Recycling or recycled materials; Responsible consumption; Teamwork; Interdisciplinary; AHEP; Higher education.
Sustainability competency: Integrated problem-solving; Collaboration; Systems thinking.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
Related SDGs: SDG 4 (Quality education); SDG 11 (Sustainable cities and communities); SDG 12 (Responsible consumption and production); SDG 13 (Climate action); SDG 14 (Life below water).
Reimagined Degree Map Intervention: More real-world complexity, Active pedagogies and mindset development, Authentic assessment, Cross-disciplinarity.The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational level: Intermediate.
Learning and teaching notes:
This case study is focused on the role of engineers to address the problem of plastic waste in the context of sustainable operations and circular business solutions. It involves a team of engineers developing a start-up aiming to tackle plastic waste by converting it into infrastructure components (such as plastic bricks). As plastic waste is a global problem, the case can be customised by instructors when specifying the region in which it is set. The case incorporates several components, including stakeholder mapping, empirical surveys, risk assessment and policy-making. This case study is particularly suitable for interdisciplinary teamwork, with students from different disciplines bringing their specialised knowledge.
The case study asks students to research the data on how much plastic is produced and policies for the disposal of plastic, identify the regions most affected by plastic waste, develop a business plan for a circular business focused on transforming plastic waste into bricks and understand the risks of plastic production and waste as well as the risks of a business working with plastic waste. In this process, students gain an awareness of the societal context of plastic waste and the varying risks that different demographic categories are exposed to, as well as the role of engineers in contributing to the development of technologies for circular businesses. Students also get to apply their disciplinary knowledge to propose technical solutions to the problem of plastic waste.
The case is presented in parts. Part one addresses the broader context of plastic waste and could be used in isolation, but parts two and three further develop and add complexity to the engineering-specific elements of the topic.
Learners have the opportunity to:
apply their ethical judgement to a case study focused on a circular technology;
understand the national and supranational policy context related to the production and disposal of plastic;
analyse engineering and societal risks related to the development of a novel technology;
develop a business model for a circular technology dealing with plastic waste;
identify the key stakeholder groups in the development of a circular business model;
reflect on how risks may differ for different demographic groups and identify the stakeholder groups most vulnerable to the negative effects of plastic waste;
develop an empirical survey to identify the risks that stakeholders affected by or working with plastic waste are exposed to;
develop a risk assessment to identify the risks involved in the manufacturing of plastic waste bricks;
provide recommendations for lowering the risks in the manufacturing of plastic bricks.
Teachers have the opportunity to include teaching content purporting to:
Physico-chemical properties of plastic waste;
Manufacturing processes of plastic products and plastic bricks;
Sustainable policies targeting plastic usage and reduction;
Climate justice;
Circular entrepreneurship;
Risk assessment tools such as HAZOP and their application in the chemical industry.
Plastic pollution is a major challenge. It is predicted that if current trends continue, by 2050 there will be 26 billion metric tons of plastic waste, and almost half of this is expected to be dumped in landfills and the environment (Guglielmi, 2017). As plastic waste grows at an increased speed, it kills millions of animals each year, contaminates fresh water sources and affects human health. Across the world, geographical regions are affected differently by plastic waste. In fact, developing countries are more affected by plastic waste than developed nations. Existing reports trace a link between poverty and plastic waste, making it a development problem. Africa, Asia and South America see immense quantities of plastic generated elsewhere being dumped on their territory. At the moment, there are several policies in place targeting the production and disposal of plastic. Several of the policies active in developed regions such as the EU do not allow the disposal of plastic waste inside their own territorial boundaries, but allow it on outside territories.
Optional STOP for activities and discussion
Conduct research to identify 5 national or international regulations or policies about the use and disposal of plastic.
Compare these policies by stating which is the issuing policy body, what is the aim and scope of the policy.
Reflect on the effectiveness of each policy and debate in class what are the most effective policies you identified.
Write a reflection piece based on a policy of your choice targeting the use or disposal of plastic. In this reflection, identify the benefits of the policy as well as potential limitations. You may consider how you would improve the policy.
Conduct research to identify how much plastic is produced and how much plastic waste is generated in your region. Identify which sectors are the biggest producers of waste. Conduct research on how much of this plastic waste is being exported and where is it exported.
Identify the countries and companies with the biggest plastic footprint. Discuss in the classroom what you consider to contribute to these rankings.
Research global waste trading and identify the countries that are the biggest exporters and importers of plastic waste. Discuss the findings in classroom and what you consider to contribute to these rankings. Discuss whether there are or should be any restrictions governing global waste trade.
Write a report analysing the plastic footprint of a country or company of your choice. Include recommendations for minimising the plastic footprint.
Impressed by the magnitude of the problem of plastic waste faced today, together with a group of friends you met while studying engineering at the Technological University of the Future, you want to set up a green circular business. Circular business models aim to use and reuse materials for as long as possible, all while minimising waste. Your concern is to develop a sustainable technological solution to the problem of plastic waste. The vision for a circular economy for plastic rests on six key points (Ellen McArthur Foundation, n.d.):
Elimination of problematic or unnecessary plastic packaging through redesign, innovation, and new delivery models is a priority
Reuse models are applied where relevant, reducing the need for single-use packaging
All plastic packaging is 100% reusable, recyclable, or compostable
All plastic packaging is reused, recycled, or composted in practice
The use of plastic is fully decoupled from the consumption of finite resources
All plastic packaging is free of hazardous chemicals, and the health, safety, and rights of all people involved are respected
Optional STOP for group activities and discussion
Read about the example of the Great Plastic Bake Off and their project focused on converting plastic waste into plastic bricks. Research the chemical properties of plastic bricks and the process for the manufacturing process. Present your findings on a poster or discuss it in class.
Develop a concept map with ideas for potential sustainable technologies for reducing or recycling plastic waste. You may use as inspiration the Circular Strategies Scanner (available here).
Select one idea that you want to propose as the focus of your sustainable start-up. Give a name to your startup!
Describe the technology you want to produce: what is its aim? What problem can it solve or what gap can it address? What are the envisioned benefits of your technology? What are its key features?
Map the key stakeholders of the technology, by identifying the decision-makers for this technology, the beneficiaries of the technology, as well as those who are exposed to the risks of the technology
Analyse the market for your technology: are there businesses with a similar aim or similar technology? What differentiates your business or technology from them?
Identify key policies relevant to your technology: are there any policies or regulations in place that you should consider? In your geographical area, are there any policy incentives for sustainable technologies or businesses similar to the one you are developing?
For your start-up, assign different roles to the members of your group (such as technology officer, researcher, financial officer, communication manager, partnership director a.s.o) and describe the key tasks of each member. Identify how much personnel you would need
Identify the cost components and calculate the yearly costs for running your business (including personnel).
Perform a SWOT analysis of the Strengths, Weaknesses, Opportunities and Threats for your business. You may use this matrix to brainstorm each component.
Part three:
The start-up SuperRecycling aims to develop infrastructure solutions by converting plastic waste into bricks. Your team of engineers is tasked to develop a risk assessment for the operations of the factory in which this process will take place. The start-up is set in a developing country of your choice that is greatly affected by plastic waste.
Optional STOP for group activities and discussion
Agree on the geographical location of the startup SuperRecycling and identify the amount of plastic waste that your region has to cope with, as well as any other relevant socio-economic characteristics of the region.
Identify the demographic categories that are most exposed to the risks of plastic waste in the region.
Research and analyse the situation of the informal plastic waste picking sector in the region: who is picking up the waste? How much do they earn for working with waste? Is this a regular form of income and who pays this income? What does it mean to be an “informal” worker? Are there any key insights about the characteristics of the plastic waste workers that you find interesting?
Based on research and your own reflections, write a report on the role and risks that the plastic waste pickers are exposed to in their work.
Create an empirical survey with the aim of identifying the risks the plastic waste pickers are exposed to, as well as the strategies they take to mitigate risks or deal with accidents.
Create an empirical survey with the aim of identifying the risks that the factory workers at SuperRecycling are exposed to, as well as the strategies they take to mitigate risks or deal with accidents.
Research the manufacturing process for developing plastic bricks and analyse the technical characteristics of plastic bricks, based on existing tests.
With the classroom split into 2 groups, argue in favour or against their use of plastic bricks in construction. One group develops 5 arguments for the use of plastic bricks in construction, while the other group develops 5 arguments against the use of plastic bricks in construction. At the end, the groups disperse and students vote individually via an anonymous online poll whether they are personally in favour or against the use of plastic bricks in construction.
Create a HAZOP risk assessment for the manufacturing processes of the factory where plastic waste is converted into plastic bricks.
Develop an educational leaflet for preventing the key injuries and hazards in the process of converting plastic waste into bricks, both for the informal waste pickers and the factory workers.
Acknowledgement: The authors want to acknowledge the work of Engineers Without Borders Netherlands and its partners to tackle the problem of plastic waste. The case is based on the Challenge Based Learning exploratory course Decision Under Risk and Uncertainty designed by Diana Adela Martin at TU Eindhoven, where students got to work on a real-life project about the conversion of plastic waste into bricks to build a washroom facility in a school in Ghana, based on the activity of Engineers Without Borders Netherlands. The project was spearheaded by Suleman Audu and Jeremy Mantingh.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Keywords: Design and innovation; Conflicts of interest; Ethics; Regulatory compliance; Stakeholder engagement; Environmental impact; AHEP; Sustainability; Higher education; Pedagogy; Assessment.
Sustainability competency: Systems thinking; Anticipatory; Critical thinking; Integrated problem-solving; Strategic; Collaboration.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
Related SDGs: SDG 7 (Affordable and Clean Energy); SDG 9 (Industry, Innovation and Infrastructure); SDG 12 (Responsible Consumption and Production); SDG 13 (Climate Action).
Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Authentic assessment.The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational aim: Apply interdisciplinary engineering knowledge to a real-world sustainability challenge in aviation, foster ethical reasoning and decision-making with regards to environmental impact, and develop abilities to collaborate and communicate with a diverse range of stakeholders.
Educational level: Intermediate.
Learning and teaching notes:
This case study provides students an opportunity to explore the role of hydrogen fuel in the aviation industry. Considerable investments have been made in researching and developing hydrogen as a potential clean and sustainable energy source, particularly for hydrogen-powered aircraft. Despite the potential for hydrogen to be a green and clean fuel there are lingering questions over the long-term sustainability of hydrogen and whether technological advancements can progress rapidly enough to significantly reduce global carbon dioxide emissions. The debate around this issue is rich with diverse perspectives and a variety of interests to consider. Through this case study, students will apply their engineering expertise to navigate this complex problem and examine the competing interests involved.
This case is presented in parts, each focusing on a different sustainability issue, and with most parts incorporating technical content. Parts may be used in isolation, or may be used to build up the complexity of the case throughout a series of lessons.
Learners have the opportunity to:
Understand the principles of hydrogen production, storage, and emissions in the context of aviation.
Assess the environmental, economic, and social impacts of adopting hydrogen technology in the aviation industry.
Develop skills in making estimates and assumptions in real-world engineering scenarios.
Explore the ethical dimensions of engineering decisions, particularly concerning sustainability and resource management.
Examine the influence of policy and stakeholder perspectives on the adoption of green hydrogen within the aviation industry.
Teachers have the opportunity to:
Integrate concepts related to renewable energy sources, with a focus on hydrogen.
Discuss the engineering challenges and solutions in storing and utilising hydrogen in aviation.
Foster critical thinking about the balance between technological innovation, environmental sustainability, and societal impact.
Guide students in understanding the role of policy in shaping technological advancements and environmental strategies.
Assess students’ ability to apply engineering principles to solve complex, open-ended, real-world problems.
Supporting resources:
Learning and teaching resources:
Hydrogen fundamentals resources:
Case Study Workbook – designed for this study to give a broad overview of hydrogen, based primarily on the content below from US DoE.
Hydrogen Aware – Set of modules for a more comprehensive background to hydrogen with a UK-specific context.
We recommend encouraging the use of sources from a variety of stakeholders. Encourage students to find their own, but some examples are included below:
FlyZero Open Source Reports Archive: A variety of technical reports focused on hydrogen in aviation specifically including concept aircraft, potential life cycle emissions, storage, and usage.
Hydrogen in Aviation Alliance: Press release (September 2023) announcing an agreement amongst some of the major players in aviation to focus on hydrogen.
Safe Landing: A group of aviation workers campaigning for long-term employment. Projected airline growth is not compatible with net zero goals and the current technology is not ready for decarbonisation, action is drastically needed now to safeguard the aviation industry and prevent dangerous levels of warming.
UK Government Hydrogen Strategy: Sets out the UK government view of how to develop a low carbon hydrogen sector including aviation projects including considerations of how to create a market.
Pre-Session Work:
Students should be provided with an overview of the properties of hydrogen gas and the principles underlying the hydrogen economy: production, storage and transmission, and application. There are several free and available sources for this purpose (refer to the Hydrogen Fundamentals Resources above).
Introduction
“At Airbus, we believe hydrogen is one of the most promising decarbonisation technologies for aviation. This is why we consider hydrogen to be an important technology pathway to achieve our ambition of bringing a low-carbon commercial aircraft to market by 2035.” – Airbus, 2024
As indicated in the industry quote above, hydrogen is a growing area of research interest for aviation companies to decarbonise their fleet. In this case study, you are put in the role of working as an engineering consultant and your customer is a multinational aerospace corporation. They are keen to meet their government issued targets of reducing carbon emissions to reach net zero by 2050 and your consultancy team has been tasked with assessing the feasibility of powering a zero-emission aircraft using hydrogen. The key areas your customer is interested in are:
The feasibility of using green hydrogen as a fuel for zero-emission aviation;
The feasibility of storing hydrogen in a confined space like an aircraft;
Conducting a stakeholder analysis on the environmental impact of using hydrogen for aviation.
Part one: The aviation landscape
Air travel connects the world, enabling affordable and reliable mass transportation between continents. Despite massive advances in technology and infrastructure to produce more efficient aircraft and reduce passenger fuel consumption, carbon emissions have doubled since 2019 and are equivalent to 2.5 % of global CO2 emissions.
Activity: Discuss what renewable energy sources are you aware of that could be used for zero-emission aviation?
Your customer is interested in the feasibility of hydrogen for aviation fuel. However, there is a debate within the management team over the sustainability of hydrogen. As the lead engineering consultant, you must guide your customer in making an ethical and sustainable decision.
Hydrogen is a potential energy carrier which has a high energy content, making it a promising fuel for aviation. Green hydrogen is produced from water and is therefore potentially very clean. However, globally most hydrogen is currently made from fossil fuels with an associated carbon footprint. Naturally occurring as a gas, the low volumetric density makes it difficult to transport and add complications with storage and transportation.
Activity: From your understanding of hydrogen, what properties make it a promising fuel for aircraft? And what properties make it challenging?
Optional activity: Recap the key properties of hydrogen – particularly the low gas density and low boiling point which affect storage.
Part two: Hydrogen production
Hydrogen is naturally abundant but is often found combined with other elements in various forms such as hydrocarbons like methane (CH4) and water (H2O). Methods have been developed to extract hydrogen from these compounds. It is important to remember that hydrogen is an energy carrier and not an energy source; it must be generated from other primary energy sources (such as wind and solar) converting and storing energy in the form of hydrogen.
Research: What production methods of hydrogen are you aware of? Where does most of the world’s hydrogen come from currently?
The ideal scenario is to produce green hydrogen via electrolysis where water (H2O) is split using electricity into hydrogen (H2) and oxygen (O2). This makes green hydrogen potentially completely green and clean if the process uses electricity from renewable sources. The overall chemical reaction is shown below:
However, the use of water—a critical resource—as a feedstock for green hydrogen, especially in aviation, raises significant ethical concerns. Your customer’s management team is divided on the potential impact of this practice on global water scarcity, which has been exacerbated by climate change. You have been tasked with assessing the feasibility of using green hydrogen in aviation for your client. Your customer has chosen their London to New York route (3,500 nmi), one of their most popular, as a test-case.
Activity: Estimate how much water a hydrogen plane would require for a journey of 3500 nmi (London to New York). Can you validate your findings with any external sources?Hint: How much water does it take to produce 1 kg of green hydrogen? Consider the chemical equation above.
Activity: Consider scaling this up and estimate how much water the entire UK aviation fleet would require in one year. Compare your value to the annual UK water consumption, would it be feasible to use this amount of water for aviation?
Discussion: From your calculations and findings so far, discuss the practicality of using water for aviation fuel. Consider both the obstacles and opportunities involved in integrating green hydrogen in aviation and the specific challenges the aviation industry might face.
Despite its potential for green production, globally the majority of hydrogen is currently produced from fossil fuels – termed grey hydrogen. One of your team members has proposed using grey hydrogen as an interim solution to bridge the transition to green hydrogen, in order for the company to start developing the required hydrogen-related infrastructure at airports. They argue that carbon capture and storage technology could be used to reduce carbon emissions from grey hydrogen while still achieving the goal of decarbonisation. Hydrogen from fossil fuels with an additional carbon capture step is known as blue hydrogen.
However, this suggestion has sparked a heated debate within the management team. While acknowledging the potential to address the immediate concerns of generating enough hydrogen to establish the necessary infrastructure and procedures, many team members argued that it would be a contradictory approach. They highlighted the inherent contradiction of utilising fossil fuels, the primary driver of climate change, to achieve decarbonisation. They emphasised the importance of remaining consistent with the ultimate goal of transitioning away from fossil fuels altogether and reducing overall carbon emissions. Your expertise is now sought to weigh these options and advise the board on the best course of action.
Optional activity: Research the argument for and against using grey or blue hydrogen as an initial step in developing hydrogen infrastructure and procedures, as a means to eventually transition to green hydrogen. Contrast this with the strategy of directly implementing green hydrogen from the beginning. Split students into groups to address both sides of this debate.
Discussion: Deliberate on the merits and drawbacks of using grey or blue hydrogen to catalyse development of hydrogen aviation infrastructure. What would you recommend—prioritising green hydrogen development or starting with grey or blue hydrogen as a transitional step? How will you depict or visualise your recommendation to your client?
Part three: Hydrogen storage
Despite an impressive gravimetric energy density (the energy stored per unit mass of fuel) hydrogen has the lowest gas density and the second-lowest boiling point of all known chemical fuels. These unique properties pose challenges for storage and transportation, particularly in the constrained spaces of an aircraft.
Activity: Familiarise yourself with hydrogen storage methods. What hydrogen storage methods are you aware of? Thinking about an aviation context what would their advantages and disadvantages be?
As the lead engineering consultant, you have been tasked with providing expert advice on viable hydrogen storage options for aviation. Your customer has again chosen their London to New York route (3,500 nmi) as a test-case because it is one of their most popular, transatlantic routes. They want to know if hydrogen storage can be effectively managed for this route as it could set a precedent for wider adoption for their other long-haul flights. The plane journey from London to New York is estimated to require around 15,000 kg of hydrogen (or use the quantity estimated previously estimated in Part 2 – see Appendix for example).
Activity: Estimate the volume required to store the 15,000 kg of hydrogen as a compressed gas and as a liquid.
Discussion: How feasible are compressed gas and liquid hydrogen storage solutions? The space taken up by the fuel is one consideration but what other aspects are important to consider? How does this compare to the current storage solution for planes which use conventional jet fuel. Examples of topics to consider are: materials required for storage tanks, energy required to liquify or compress the hydrogen, practicality of hydrogen storage and transport to airports, location and distance between hydrogen generation and storage facilities, considerations of fuel leakage. When discussing encourage students to compare to the current state of the art, which is jet fuel.
Part four: Emissions and environmental impact
In Part four, we delve deeper into the environmental implications of using hydrogen as a fuel in aviation with a focus on emissions and their impacts across the lifecycle of a hydrogen plane. Aircraft can be powered using either direct combustion of hydrogen in gas turbines or by reacting hydrogen in a fuel cell to produce electricity that drives a propeller. As the lead engineering consultant, your customer has asked you to choose between hydrogen combustion in gas turbines or the reaction of hydrogen in fuel cells. The management team is divided on the environmental impacts of both methods, with some emphasising the technological readiness and efficiency of combustion and others advocating for the cleaner process of fuel cell reaction.
Activity: Research the main emissions associated with combustion of hydrogen and electrochemical reaction of hydrogen in fuel cells. Compare to the emissions associated with combustion of standard jet fuel.Students should consider not only CO2 emissions but also other pollutants such as NOx, SOx, and particulate matter.
Discussion: What are the implications of these emissions on air quality and climate change. Discuss the trade-offs between the different methods of utilising hydrogen in terms of the environmental impact. Compare to the current standard of jet fuel combustion.
Both combustion of hydrogen in an engine and reaction of hydrogen in a fuel cell will produce water as a by-product. The management team are concerned over the effect of using hydrogen on the formation of contrails. Contrails are clouds of water vapour produced by aircraft that have a potential contribution to global warming but the extent of their impact is uncertain.
Activity: Investigate how combustion (of both jet fuel and hydrogen) and fuel cell reactions contribute to contrail formation. What is the potential climactic effect of contrails?
Optional extension: How can manufacturers and airlines act to reduce water emissions and contrail formation – both for standard combustion of jet fuel and future hydrogen solutions?
Discussion: Based on your findings, which hydrogen propulsion technology would you recommend to the management team?
So far we have considered each aspect of the hydrogen debate in isolation. However, it is important to consider the overall environmental impact of these stages as a whole. Choices made at each stage of the hydrogen cycle – generation, storage, usage – will collectively impact the overall environmental impact and sustainability of using hydrogen as an aviation fuel and demonstrates how interconnected our decisions can be.
Activity: Assign students to groups based on the stage of a hydrogen lifecycle (generation, storage/transport, usage). Each group could research and discuss the potential emissions and environmental impacts associated with their assigned stage. Consider both direct and indirect emissions, like energy used in production processes or emissions related to infrastructure development. Principles such as life cycle assessment can be incorporated for a holistic view of hydrogen emissions.
Activity: After the individual group discussions, each group could present their findings and perspectives on their stage of the lifecycle. The whole class could then reflect on the overall environmental impacts of hydrogen in aviation. How do these impacts compare across different stages of the lifecycle? What are the trade-offs involved in choosing different types of hydrogen (green, blue, grey) and storage/transportation solutions?
Discussion: Conclude with a reflective discussion. Students bring together their findings on the life cycle stages of hydrogen and present their overall perspectives on the environmental sustainability of using hydrogen in aviation.
Part five: Hydrogen aviation stakeholders
Hydrogen aviation is an area with multiple stakeholders with conflicting priorities. Understanding the perspectives of these key players is important when considering the feasibility of hydrogen in the aviation sector.
Activity: Who are the key players in this scenario? What are their positions and perspectives? How can you use these perspectives to understand the complexities of the situation more fully?
Your consultancy firm is hosting a debate for the aviation industry in order to help them make a decision around hydrogen-based technologies. You have invited representatives from consumer groups, the UK government, Environmental NGOs, airlines, and aircraft manufacturers.
Activity: Take on the role of these key stakeholders, ensuring you understand their perspective and priorities. This could form part of a separate research exercise, or students can use the key points given below. Debate whether or not hydrogen fuel should be used to help the aviation sector reach net zero.
Stakeholder
Key priorities and considerations
Airline & Aerospace Manufacturer
Cost efficiency (fuel, labour, fleet maintenance) – recovering from pandemic.
Passenger experience (commercial & freight).
Develop & maintain global supply chains.
Safety, compliance and operational reliability.
Financial responsibility to employees and investors.
Need government assurances before making big capital investments.
UK Government
Achieve net zero targets by 2050
Promote economic growth and job creation (still recovering from pandemic).
Fund research and innovation to put their country’s technology ahead.
Fund renewable infrastructure to encourage industry investment.
Environmental NGOs
Long-term employment for aviation sector.
Demand a sustainable future for aviation to ensure this – right now, not in 50 years.
Standards and targets for industry and government and accountability if not met.
Some NGOs support drastic cuts to flying.
Want to raise public awareness over sustainability of flying.
Consumer
Environmentally aware (understand the need to reduce carbon emissions).
Also benefit greatly from flying (tourism, commercial shipping, etc.).
Safety and reliability of aircraft & processes.
Cost effectiveness – want affordable service
Appendix: Example calculations
There are multiple methods for approaching these calculations. The steps shown below are just one example for illustrative purposes.
Part two: Hydrogen production
Challenge: Estimate the volume of water required for a hydrogen-powered aircraft.
Assumptions around the hydrogen production process, aircraft, and fuel requirement can be given to students or researched as a separate task. In this example we assume:
All hydrogen is generated via electrolysis of fresh water with an efficiency of 100%.
A mid-size aircraft required with ~300 passenger capacity and flight range of ~3500 nmi (London to New York).
Flight energy requirement for a kerosene-fuelled jet is the same as a hydrogen-fuelled jet.
Example estimation:
1. Estimate the energy requirement for a mid-size jet
No current hydrogen-fuelled aircraft exists, so we can use a kerosene-fuelled analogue. Existing aircraft that meet the requirements include the Boeing 767 or 747. The energy requirement is then:
2. Estimate the hydrogen requirement
Assuming a hydrogen plane has the same fuel requirement:
3. Estimate the volume of water required
Assuming all hydrogen is produced from the electrolysis of water:
Electrolysis reaction:
For this reaction, we know one mole of water produces one mole of hydrogen. We need to calculate the moles for 20,000 kg of hydrogen:
With a 1:1 molar ratio, we can then calculate the mass of water:
This assumes an electrolyser efficiency of 100%. Typical efficiency values are under 80%, which would yield:
Challenge: Is it feasible to power the UK aviation fleet with water?
The total energy requirement for UK aviation can be given to students or set as a research task.
Estimation can follow a similar procedure to the above.
Multiple methods for validating and assessing the feasibility of this quantity of water. For example, the UK daily water consumption is 14 billion litres. The water requirement estimated above is < 1 % of this total daily water consumption, a finding supported by FlyZero.
Part three: Hydrogen storage
Challenge: Is it feasible to store 20,000 kg of hydrogen in an aircraft?
There are multiple methods of determining the feasibility of storage volume. As example is given below.
1. Determining the storage volume
The storage volume is dependent on the storage method used. Density values associated with different storage techniques can be research or given to students (included in Table 2). The storage volume required can be calculated from the mass of hydrogen and density of storage method, example in Table 2.
Table 2: Energy densities of various hydrogen storage methods
2. Determining available aircraft volume
A straightforward method is to compare the available volume on an aircraft with the hydrogen storage volume required. Aircraft volumes can be given or researched by students. Examples:
This assumes hydrogen tanks are integrated into an existing aircraft design. Liquid hydrogen can feasibly fit into an existing design, though actual volume will be larger due to space/constraint requirements and additional infrastructure (pipes, fittings, etc) for the tanks. Tank size can be compared to conventional kerosene tanks and a discussion encouraged over where in the plane hydrogen tanks would need to be (conventional liquid fuel storage is in the wings of aircraft, this is not possible for liquid storage tanks due to their shape and infrastructure storage is inside the fuselage). Another straightforward method for storage feasibility is modelling the hydrogen volume as a simple cylinder and comparing to the dimensions of a suitable aircraft.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Sustainability competency: Integrated problem-solving; Systems thinking; Critical thinking; Collaboration; Anticipatory.UNESCO has developed eight key competencies for sustainability that are aimed at learners of all ages worldwide. Many versions of these exist, as are linked here*. In the UK, these have been adapted within higher education by AdvanceHE and the QAA with appropriate learning outcomes. The full list of competencies and learning outcome alignment can be found in the Education for Sustainable Development Guidance*. *Click the pink ''Sustainability competency'' text to learn more.
AHEP mapping: This resource addresses two of the themes from the UK’s Accreditation of Higher Education Programmes fourth edition (AHEP4): The Engineer and Society (acknowledging that engineering activity can have a significant societal impact) and Engineering Practice (the practical application of engineering concepts, tools and professional skills). To map this resource to AHEP outcomes specific to a programme under these themes, access AHEP 4 here and navigate to pages 30-31 and 35-37.
Related SDGs: SDG 4 (Quality education); SDG 9 (Industry, innovation and infrastructure); SDG 11 (Sustainable cities and communities); SDG 13 (Climate action).
Reimagined Degree Map Intervention: More real-world complexity; Active pedagogies and mindset development; Authentic assessment; Cross-disciplinarity.The Reimagined Degree Map is a guide to help engineering departments navigate the decisions that are urgently required to ensure degrees prepare students for 21st century challenges. Click the pink ''Reimagined Degree Map Intervention'' text to learn more.
Educational aim: To foster a deep understanding of the challenges and opportunities in balancing environmental sustainability and profitability/safety in construction projects. To develop critical thinking and decision-making skills in addressing social, economic, and environmental considerations. To encourage students to propose innovative and comprehensive solutions for sustainable urban development.
Educational level: Intermediate.
Learning and teaching notes:
Before engaging with the case study, learners should be familiar with the process of calculating embodied carbon and conducting a cost-benefit analysis. The case study is presented in three parts. In Part one, an ambitious urban revitalisation project is under development, and a project manager needs to find a balance between financial considerations and the urgent need for sustainable, low-embodied carbon construction. In Part two, the project being developed is located in a coastal area prone to climate change-related disasters. The team needs to ensure that the project is durable in the face of disasters and, at the same time, upholds sustainability principles. Lastly, in Part three, stakeholders involved in the two previous projects come together to identify potential synergies.
Learners have the opportunity to:
Assess the ethical dimensions of construction scenarios, particularly the trade-offs between socio-economic constraints and environmentally-friendly practices.
Identify potential conflicts between environmental advocacy and financial considerations, fostering critical thinking in real-world construction project dilemmas.
Gain hands-on experience in researching and calculating the embodied carbon of different construction options, enhancing their understanding of sustainability metrics.
Equip students with strategies to navigate tensions between sustainability goals and socio-economic constraints.
Integrate technical content on sustainable construction methods.
Integrate engineering content with business and entrepreneurial leadership, fostering interdisciplinary learning and preparing students for real-world challenges.
Informally evaluate students’ critical thinking and communication skills through discussions, activities, and presentations related to sustainable construction practices.
Supporting resources:
Learning and teaching resources:
Environmental impact assessment:
Hammond, G., et al. (2011). Embodied carbon: the inventory of carbon and energy.
Korpi, E., & Ala‐Risku, T. (2008). Life cycle costing: a review of published case studies.
Mishan, E. J., & Quah, E. (2020). Cost-benefit analysis.
Woodward, D. G. (1997). Life cycle costing—Theory, information acquisition and application.
Systems thinking and holistic analysis approaches (PESTLE, SWOT):
Anderson, V., & Johnson, L. (1997). Systems thinking basics .
Checkland, P. (1999). Systems thinking.
Coman, A., & Ronen, B. (2009). Focused SWOT: diagnosing critical strengths and weaknesses.
Christodoulou, A., & Cullinane, K. (2019). Identifying the main opportunities and challenges from the implementation of a port energy management system: A SWOT/PESTLE analysis.
Helms, M. M., & Nixon, J. (2010). Exploring SWOT analysis–where are we now? A review of academic research from the last decade.
Perera, R. (2017). The PESTLE analysis.
Rastogi, N. I. T. A. N. K., & Trivedi, M. K. (2016). PESTLE technique–a tool to identify external risks in construction projects.
Real-world cases to explore:
Related to Part one: Hudson Yards (New York City), King Abdullah Economic City (Saudi Arabia), Masdar City (United Arab Emirates).
Related to Part two: Bangladesh Delta Resilience Project, Majuro Atoll Relocation Project, New Orleans Post-Katrina Redevelopment, Kivalina Relocation Project, Vietnamese Red River Delta Resilient Cities Project.
Related to Part three: Amsterdam Circular Centre, Seoul Forest.
Part one:
In the heart of an urban revitalisation project, the company CityScape Builders is embarking on a transformational journey to convert a neglected area into a vibrant urban centre which will be named ReviveRise District. This urban centre will mostly be formed by tall buildings.
Avery, the project manager at CityScape Builders, is under immense pressure to meet tight budget constraints and deadlines. Avery understands the project’s economic implications and the importance of delivering within the stipulated financial limits. However, the conflict arises when Rohan, a renowned environmental advocate and consultant, insists on prioritising sustainable construction practices to reduce the project’s embodied carbon. Rohan envisions a future where construction doesn’t come at the cost of the environment.
On the other side of the situation is Yuki, the CFO of CityScape Builders, who is concerned about the project’s bottom line. Yuki is wary of any actions that could escalate costs and understands that using low-embodied carbon materials often comes with a higher price tag.
In light of this situation, Avery proposes exploring different options of construction methods and materials that could be used in the design of their skyscrapers. Avery needs to do this quickly to avoid any delay, and therefore consider just the most important carbon-emitting aspects of the different options.
Optional STOP for questions and activities
Activity: research and calculate the embodied carbon of three different options that could be used to build one of the buildings at ReviveRise District. Make sure to consider all key aspects involved (e.g., project’s location, possible materials, etc.). Students can be encouraged to challenge the need to build skyscrapers.
Activity: conduct a cost-benefit analysis for the different options. What are the potential financial gains and losses? Students may want to consider the gains and losses from the perspectives of different stakeholders, such as engineers (e.g., construction programme savings) or quantity surveyors/cost consultants (e.g., security of supply material, insurance premiums).
Discussion: what are the key challenges in reducing embodied carbon in a construction project?
Discussion: how can the construction industry minimise activities that cause conflict between profitability and sustainability, and maximise activities that mutually-benefit sustainability and profitability?
Discussion: what are some strategies for convincing stakeholders of the long-term benefits of sustainable practices? In class, this can be done in different ways (e.g., class debate, elevator pitches).
Part two:
CityScape Builders is now embarking on a new challenge, ResilientCoast, a construction project located in a coastal area that is susceptible to climate change-related disasters. This region is economically disadvantaged and lacks the financial resources often found in more developed areas.
Micha, the resilience project manager at CityScape Builders, is tasked with ensuring the project’s durability in the face of disasters and the impacts of climate change. Micha’s primary concern is to create a resilient structure that can withstand extreme weather events but is equally dedicated to sustainability goals. To navigate this complex situation, Micha seeks guidance from Dr. Ravi, a climate scientist with expertise in coastal resiliency. Dr. Ravi is committed to finding innovative and sustainable solutions that simultaneously address the climate change impacts and reduce embodied carbon in construction.
In this scenario, Bao, the local community leader, also plays a crucial role. Bao advocates for jobs and economic development in the area, even though Bao is acutely aware of the inherent safety risks. Bao, too, understands that balancing these conflicting interests is a substantial challenge.
In this situation, Micha wonders how to construct safely in a vulnerable location while maintaining sustainability goals.
Optional STOP for questions and activities
Activity: investigate sustainable construction practices that enhance resilience. Create a list of methods and materials designed to withstand climate challenges,and evaluate their effectiveness to date.
Discussion: how can the construction industry minimise activities that cause conflict between safety and sustainability, and maximise activities that mutually-benefit sustainability and safety?
Discussion: what are the ethical considerations when constructing in areas prone to natural disasters and resource scarcity?
Discussion: what are some innovative solutions to promote safety and sustainability in construction projects in challenging environments, and what is their effectiveness in this situation?
Part three:
Robin and Samir are two independent sustainability consultants that are supporting the projects in ReviveRise District and ResilientCoast respectively. They are concerned that sustainability is just being assessed by embodied carbon and cost sustainability, and they believe that sustainability is a much broader concept than just those two indicators. Robin is the independent environmental consultant working with ReviveRise District officials and is responsible for assessing the broader environmental impacts of the construction project. Robin’s analysis spans beyond embodied carbon, considering local job creation, transportation effects, pollution, biodiversity, and other aspects of the project.
Samir, on the other hand, is a municipal board member of ResilientCoast. Samir’s role involves advocating for the local community while striving to ensure that sustainability efforts do not compromise the safety and resilience of the area. Samir’s responsibilities are more comprehensive than just economic considerations; they encompass the entire well-being of the community in the face of climate change.
Robin and Samir recognise the need for cross-city collaboration and information sharing, and they want to collaborate to ensure that the sustainability efforts of both projects do not create unintended burdens for their communities. They acknowledge that a comprehensive approach is necessary for analysing broader impacts, and to ensure both the success of the construction projects and the greater good of both communities. They believe in working collectively to find solutions that are not only sustainable but also beneficial to all stakeholders involved.
Optional STOP for questions and activities
Activity: work in pairs or small groups to analyse the holistic impacts of a construction project in their local area. Consider environmental, social, and economic factors and propose potential solutions. This can be supported by PESTLE and SWOT analysis, systems diagrams, or similar techniques.
Activity: envision a scenario where two cities, like in the case study, collaborate on a large construction project. Outline the key challenges, benefits, and potential strategies for success.
Discussion: how can different stakeholders work together to mitigate unintended burdens in construction projects?
Discussion: what are some effective strategies for cross-city collaboration on sustainability initiatives?
Discussion: how can construction projects contribute positively to their local communities while addressing environmental concerns?
The above questions and activities call for the involvement of cross-disciplinary teams, requiring expertise not only in engineering but also in planning, policy, and related fields. Ideally, in the classroom setting, students with diverse knowledge across these disciplines can be grouped together to enhance collaboration and address the tasks proposed. In cases where forming such groups is not feasible, the educator can assign specific roles such as engineer, planner, policymaker, etc., to individual students, ensuring a balanced representation of skills and perspectives.
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
In developing the resources for the EPC’s Sustainability Toolkit, we took into account recent scholarship and best practices and reviewed existing material available on sustainability in engineering. You can find links to these online resources in our ever-growing library of engineering education resources on sustainability below. Please note, the resources linked below are all open-source. If you want to suggest a resource that has helped you, find out how on ourGet Involved page.
Listed below are linksto tools that are designed to support educators’ ability to measure quality and impact of sustainability teaching and learning activities. These have been grouped according to topic. You can also find our suite of assessment tools, here.
Click to view our Collaboration resources pagewhere you can find links to groups, networks, and organisations/initiatives that will support educators’ ability to learn with and from others.
Integration tools
Listed below are links to tools designed to support educators’ ability to apply and embed sustainability topics within their engineering teaching. These have been grouped according to topic. You can also find our suite of learning activities and case studies, here.
Listed below are links to resources that support educators’ awareness and understanding of sustainability topics in general as well as their connection to engineering education in particular. These have been grouped according to topic. You can also find our suite of knowledge tools, here.
Engineering Futures – Sustainability in Engineering Webinars (You will need to create an account on the Engineering Futures website. Once you have created your account, navigate back to this link, scroll down to ”Sustainability in Engineering Webinars” and enter your account details. Click on the webinar recordings you wish to access. You will then be redirected to the Crowdcast website, where you will need to create an account to view the recordings.)
Any views, thoughts, and opinions expressed herein are solely that of the author(s) and do not necessarily reflect the views, opinions, policies, or position of the Engineering Professors’ Council or the Toolkit sponsors and supporters.
Author: The Sustainability Resources Library was produced by Crystal Nwagboso (Engineering Professors Council). If you want to suggest a resource that has helped you, find out how on our Get Involved page.
Toolkit: Complex Systems Toolkit.
