Towards a Coherent Framework of Sustainability Learning Outcomes in Engineering Education

• Type: Another Publication in an International Scientific Journal
• Date: 2025

Authors

Couto, BS (Author) Other; Segalas, J (Author) Other; Joana Dias (Author) FEUP

Journal

Title: Sustainability

Vol. 17

ISSN: 2071-1050

Publisher: MDPI

Indexing

ISI Web of Knowledge - 0 Citations

Scopus - 0 Citations

Other information

Authenticus ID: P-01A-QQ4

DOI: 10.3390/su172310597

Abstract (EN): Defining clear and coherent Sustainability Learning Outcomes (SustLOs) is the first step toward empowering engineers to create effective and sustainable solutions. Despite their importance, there is still a lack of consensus and clarity about what SustLOs are and what they should encompass. This study aims to identify, analyze and synthesize SustLOs in engineering education in order to provide a clear, structured and measurable framework. A literature review was conducted to understand which specific SustLOs are emphasized in engineering education. These outcomes were then grouped by similarity and aligned with three learning levels: Know, Know How and Does. A clustering and refinement process followed to eliminate redundancy and improve conceptual coherence. The literature review revealed 154 diverse and overlapping SustLOs, reflecting the fragmented way in which sustainability is often addressed. Nearly half were transversal, highlighting the inherently multidimensional nature of sustainability. Most fell into the Does level, reflecting the emphasis placed on applied, action-oriented learning. However, categories such as Ethical/Social Responsibilities and Values and Personal and Professional Growth had fewer sustainable development and engineering outcomes at this level, highlighting the challenge of assessing long-term or behavioral outcomes. Through clustering and refinement, 23 SustLOs were established, offering a coherent foundation for curriculum design and assessment in engineering for sustainable development.

Language: English

Type (Professor's evaluation): Scientific

No. of pages: 29