Transformative Education for Sustainability at TU/e

Project introduction and background information

Sustainability is increasingly recognized as a key challenge within higher education. In line with this, universities are working to integrate sustainability into their programs, with the goal of preparing future engineers to address complex global issues, including the UN Sustainable Development Goals (SDGs), through a responsible and impactful approach to technology and society.

Many universities currently assess sustainability based on self-reported associations with SDGs. This approach typically considers a course or research project “sustainable” if its leader directly links it to sustainability topics. However, there is a need to move beyond self-assessment and explore the development of an evaluation framework grounded in objective criteria, to ensure a more consistent and thorough integration of sustainability.

An additional challenge lies in the use of the SDGs as guiding principles for sustainability in technical education. While the SDGs offer a global framework, they can be difficult to operationalize and adapt within technical disciplines, raising questions about their practical relevance for guiding sustainability efforts at technology-focused institutions.

With educational institutions increasingly focused on societal challenges and frequently partnering with industry, maintaining academic objectivity and neutrality is vital in these collaborations.

This project seeks to answer a central question: What tools are necessary to integrate and evaluate sustainability in engineering education at TU/e and how can they be implemented?

Objective and expected outcomes

This research aims to advance both practical and scientific understanding through the following objectives:

• Establish guiding principles for integrating sustainability in technical education not based exclusively on SDGs.
• Develop a framework to assess the incorporation of sustainability across engineering curricula not based exclusively on SDGs and self-assessment.
• Create a tool to evaluate the sustainability of external partnerships in education and research not based exclusively on SDGs.

Results and learnings

The project has yielded the following key outcomes so far:

• Stakeholder Collaboration: By gathering input from educational leaders and sustainability-focused groups, the project has ensured its research questions and approaches are aligned with diverse stakeholder needs.
• Feedback and Refinement: Regular validation meetings with stakeholders have helped refine the project’s approach, incorporating feedback to enhance the relevance and applicability of the research outcomes.
• Research Publication: A study has been submitted to an international journal, examining principles that distinguish engineering education aimed at societal challenges from traditional, technically focused approaches. Based on a literature review, the study identifies principles that guide both conventional engineering education and programs focused on broader social impacts, outlining a model that emphasizes interdisciplinary learning, systems thinking, and social responsibility.
• Application of Findings: Research findings have informed recommendations for integrating sustainability in engineering curricula, particularly within graduate-level programs. These recommendations summarize global best practices and suggest methods for applying them within technical education.
• Knowledge Sharing: Project insights have been presented at international conferences and shared across various platforms to promote engagement with a broad audience interested in sustainable education practices.

Recommendations

Will be available soon.

Practical outcomes

Will be available soon.