Guidance tools are designed to help you learn how to do something related to embedding sustainability in engineering education. In this section of the toolkit, you’ll find guidance for:
- Adapting existing sustainability resources to specific disciplinary contexts;
- Implementing new or different pedagogies that support sustainability learning;
- Structuring lessons, modules, and programmes so that sustainability skills and outcomes are central themes;
- And more!
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| Guidance tool | Topic | Keywords | Disciplines | Sustainability competencies | UN SDGs | Reimagined Degree Map Intervention* |
|---|---|---|---|---|---|---|
| How to integrate and assess sustainability in the design (capstone) project in Chemical Engineering | ESD in Chemical Engineering projects | Problem-based learning Education for sustainable development Circularity Circular economy Assessment AHEP Sustainability Higher education Design Data Pedagogy |
Chemical | Systems-thinking
Collaboration Integrated problem-solving |
SDG 2 (Zero hunger)
SDG 3 (Good health and well-being) SDG 4 (Quality education) SDG 12 (Responsible consumption and production) SDG 13 (Climate action) |
Active pedagogies and mindset development
Authentic assessment More real-world complexity |
| How to have a constructive or uncomfortable conversation about sustainability when you aren’t a subject-matter expert | How to talk about sustainability in engineering education. | Advocacy Collaboration Global responsibility Sustainability Systems change Climate change AHEP Higher education Pedagogy |
Any | Self-awareness
Strategic Critical thinking |
SDG 4 (Quality education)
SDG 11 (Sustainable cities and communities) SDG 13 (Climate action) |
Active pedagogies and mindset development. |
| Using problem- and project-based learning to integrate sustainability in engineering education | Opportunities and challenges for integrating ESD into engineering programmes via PBL | Education for sustainable development Project-based learning Problem-based learning Engineering design Sustainability AHEP UK-SPEC Pedagogy Higher education Curriculum. |
Any. | Critical thinking
Integrated problem-solving Collaboration |
SDG 4 (Quality education)
SDG 13 (Climate action). |
More real-world complexity
Active pedagogies and mindset development |
| Integrating sustainable development goals into computing projects | Embedding SDGs into undergraduate computing projects using problem-based learning and teamwork. | Sustainable Development Goals Problem-based learning Teamwork Design thinking Sustainability AHEP Pedagogy Higher education Communication Course design Assessment STEM Curriculum design |
Computing
Computer science Information technology Software engineering |
Collaboration
Integrated problem-solving |
All 17 SDGs | Adapt and repurpose learning outcomes
Active pedagogies and mindset development Authentic assessment. |
| Sustainability-focused learning outcomes mapped to AHEP4 | Accreditation mapping for sustainability in engineering education | Accreditation and standards Learning outcomes AHEP Student support Sustainability Higher education Students Teaching or embedding sustainability |
Any | Critical thinking
Systems thinking Integrated problem-solving Collaboration |
SDG 12 (Responsible consumption and production) | Adapt and repurpose learning outcomes
More real-world complexity Cross-disciplinarity |
| Using a factory fitness model to improve sustainability | Sustainability in manufacturing | Energy efficiency Factories Best practice Eco-efficiency Practice maturity model AHEP Student support Sustainability |
Aeronautical
Manufacturing Mechanical |
Critical thinking
Integrated problem-solving |
SDG 9 (Industry, innovation, and infrastructure)
SDG 12 (Responsible consumption and production) |
More real-world complexity |
| Workflow for embedding the SDGs across engineering programmes and modules | How to integrate the SDGs using a practical framework | Accreditation and standards Assessment Global responsibility Learning outcomes Sustainability AHEP SDGs Curriculum design Course design Higher education Pedagogy |
Any | Anticipatory
Integrated problem-solving Strategic |
SDG 4 (Quality education)
SDG 13 (Climate action) |
Adapt and repurpose learning outcomes
Authentic assessment Active pedagogies and mindset development. |
| Using projects for integrating sustainability into engineering education | Sustainability must-haves in engineering project briefs. | PBL Assessment Project brief Learning outcomes Pedagogy Communication Future generations Decision-making Design Ethics Sustainability AHEP Higher education |
Any | Integrated problem-solving
Collaboration. |
All | Adapt learning outcomes
Active pedagogies and mindsets More real-world complexity Cross-disciplinarity Authentic assessment |
| Equipping students with ethical decision-making skills by teaching sustainability from case studies |
Revealing links between ethics and sustainability by teaching with case studies. | Sustainability education Engineering ethics Environmental impact Responsible design Stakeholder engagement AHEP Sustainability Higher education Pedagogy Renewable energy Green energy Climate change Local community |
Any | Self-awareness
Normative |
SDG 4 (Quality education)
SDG 13 (Climate action) |
More real-world complexity
Active pedagogies and mindset development Cross-disciplinarity |
| Integrating sustainability into robotics higher education courses | Considering the SDGs at all stages of new robot creation | AHEP Sustainability Design Life cycle Local community Environment Circular economy Recycling or recycled materials Student support Higher education Learning outcomes. |
Computing
Robotics Electrical Computer science Information technology Software engineering Artificial Intelligence Mechatronics Manufacturing engineering Materials engineering Mechanical engineering Data |
Systems thinking
Anticipatory Critical thinking |
SDG 9 (Industry, innovation, and infrastructure)
SDG 12 (Responsible consumption and production). |
Adapt and repurpose learning outcomes
More real-world complexity |
| How can sustainability be integrated in engineering modules through mathematics content? | Implementing sustainability into technical engineering curricula | Teaching or embedding sustainability Mathematical problems Curriculum Higher education Ethical issue AHEP Sustainability Gender Environment Interdisciplinary STEM |
Any | Integrated problem-solving. | SDG 5 (Gender Equality)
SDG 6 (Clean Water and Sanitation) SDG 7 (Affordable and Clean Energy) SDG 9 (Industry, Innovation and Infrastructure) SDG 10 (Reduced Inequalities) SDG 12 (Responsible Consumption and Production) SDG 14 (Life Below Water) SDG 15 (Life on Land) |
Cross-disciplinarity |
| Inclusive and sustainable engineering solutions for economic growth in a diverse society | Links between sustainability and EDI | Sustainability AHEP Programmes Higher education EDI Economic Growth Inclusive learning Interdisciplinary Global responsibility Community engagement Ethics Future generations Pedagogy Healthcare Health |
Any | Self-awareness
Normative Collaboration Critical thinking |
All 17. | Active pedagogies and mindset development
More real-world complexity. |
*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.
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