










































 

EDUCATIO : Journal Of Education 
Volume 9 , Number 2, November 2025 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  

zzzzzz z 

  

Some Interventions for Sustainability Leveraged Mechanical 

Engineering Education 

 
Kapil Gupta1, Shailendra Pawanr2*, Mfundo Nkosi3 

University of Johannesburg, Doornfontein Campus, Johannesburg 2028, South Africa 

shailendrap@uj.ac.za  

 

Accepted: 

10 August 2025 

Reviewed:  

5 September, 2025 

Published:  

20 November 2025 

 

Abstract: Embedding Sustainable Development Goals (SDGs) into engineering education is 

critical to prepare engineers who are both technically skilled and socially responsible. Universities 

and nations are increasingly evaluated by their contributions toward SDGs, making sustainability 

a central element of modern curricula. Integrating sustainability not only fosters economic growth, 

environmental protection, and social impact but also encourages learners to balance technical 

excellence with societal welfare. Quality education, as emphasized in SDG 4, is achieved when 

engineering programs move beyond technical training to encourage values of responsibility, ethics, 

and sustainability in future engineers. Sustainability-integrated engineering curricula require 

awareness, knowledge-building, involvement, and collaboration attempts. This article covers some 

important aspects of embedding sustainability in engineering education. With the help of 

showcasing some interventions and work carried out on sustainability-integrated teaching, 

learning, and projects, conducted at one of the leading international Pan African universities, this 

article aims to disseminate the concept of sustainable engineering education and encourages future 

interventions to establish the field further. 

 

Keyword:  Curriculum Reform, Engineering Education, SDG, Teaching and Learning 

 

Introduction 

In the present time, integrating sustainability into engineering education is key to 

addressing global social, economic, and environmental challenges. This involves educating 

learners, training lecturers, and engaging stakeholders, as engineers play a central role in designing 

sustainable systems and technologies. Embedding sustainability interventions can transform 

engineering education, equipping future engineers with the skills and values to apply sustainability 

in practice (Ramirez-Mendoza et al., 2020). Today, industries and institutions worldwide adopt 

sustainability principles—whether to comply with regulations, act responsibly, or remain 

competitive. As per the survey conducted by a group of researchers from a Latin American 

institution, most of the institutes and universities were deeply rooted in environmental education 

and students had a limited awareness about education for sustainable development (Acosta-

Castellanos et al., 2024). 

The surveyors suggested incorporating transition strategies and unique ways to integrate 

SDGs into engineering education. Sustainable engineering education represents a paradigm shift 

from traditional curricula that prioritize technical proficiency to one that emphasizes a holistic 

approach, integrating environmental, social, and economic dimensions to strengthen sustainability 

mailto:shailendrap@uj.ac.za


  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 193  

zzzzzz 

  

(Gutierrez-Bucheli et al., 2022). This educational model seeks to produce engineers capable of 

addressing problems and designing solutions that align with the United Nations’ Sustainable 

Development Goals (SDGs), particularly in areas such as affordable clean energy, sustainable 

cities, industry and infrastructure, responsible consumption, and climate action(Fredriksson & 

Dwek, 2021). To achieve this, engineering programs must incorporate collaborative and 

interdisciplinary approaches, including sustainability-based curricula with SDG-aligned course 

contents, carrying out projects and problems, and conducting training, to address complex 

sustainability challenges effectively. Additionally, experiential learning methods, including project-

based learning, industry collaborations, and community engagement, are critical in providing 

students with practical exposure to real-world sustainability challenges (García-Aranda et al., 2023). 

However, achieving sustainable engineering education comes with its challenges. 

Resistance to change, the need for faculty training, and the alignment of curricula with industry 

demands are some of the hurdles that educational institutions must overcome. The possible 

strategies to overcome such barriers can be adopted by aligning the institution’s strategic goals and 

plans with SDGs. Through academic excellence, innovative research and education, and 

community engagement, societal im-pact and environmental protection should be pursued. 

Interdisciplinary engagements and training to incorporate sustainability interventions are solicited. 

Collaborations between academia, industry, and governments are essential to developing 

accreditation standards, funding resources, and frameworks that support sustainability-focused 

programs. It is also mandatory to ensure that learners and trainers remain ethically responsible in 

this transformation and journey to achieve excellence and sustainability. It is also imperative that 

all the stakeholders should be made aware of the policies and regulations in place for sustainability. 

Constituting students’ societies and chapters and their engagement with communities to solve local 

and global sustainability problems can play a vital role. Strategies for sustainability mapping 

evaluation and record-keeping should also be in place. Figure 1 presents some important aspects 

of sustainable engineering education.  

Besides theoretical learning to gain knowledge, its use to solve real-world problems by 

applying critical thinking ability, experiential learning in the form of laboratory experiments and 

tests, projects and case studies, and problem-solving tasks, is essential. Sustainable engineering 

education directly contributes to SDG 4 quality education. It is grounded on strengthening 

economy, society, and environment, and supporting people, planet, and profit. SDG 17 

partnership for the goals is believed to be a key, not only to promote sustainable and quality 

education but also to pursue other SDGs. 

There are some past attempts at integrating sustainability with engineering education. In 

an important study, the integration of sustainability-related topics into master’s programs of 

mechanical engineering in three top-ranked European universities has been evaluated (Hąbek et 

al., 2024). It was reported that despite sincere attempts, still not all students have been exposed to 

sustainability-related content and further scope exists to focus on societal and economic 

dimensions of sustainability. An important study carried out by Pujol and Tomas (Pujol & Tomás, 

2020) highlights the status of robotic engineering degree students for taking action toward 

sustainability-related tasks. The students were given the task of designing environmentally benign 

robots and a survey was conducted among them to know their views on sustainability 

interventions. Most of the students agreed on the importance of sustainability and its inclusion in 

their studies. Tisdale and Bielefeldt (Tisdale & Bielefeldt, 2024) studied sustainability integration 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 194  

zzzzzz 

  

levels in engineering thermo-dynamics courses. They found that society, economy, and 

environment-related contents were added in such courses, and SDG 7 affordable and clean energy 

and SDG 12 responsible production and consumption were mainly targeted. An artificial 

intelligence-based sustainable engineering education tool was successfully developed for 

personalized teaching and effective interaction (Isaza Domínguez et al., 2024). The tool interface 

was de-signed in such a way that it was able to fulfil the specific requirements of any individual 

learner and prepare him/her for effective performance in exams and assignments. It was proved 

that the tool is capable of meeting various SDGs like quality education, decent work and economic 

growth, reduced inequalities, and responsible production and consumption. Throughout the 

world, SDG-based curriculum is being designed and implemented. Various studies are being 

conducted to evaluate the extent of such interventions followed by recommending frameworks 

and training. One such attempt was made by a group of researchers to boost sustainable 

development in civil engineering education (Gómez-Martín et al., 2021). They analysed that in 

their university, 75% of courses incorporated all 17 SDGs. To further boost up, it was 

recommended that all modules should explicitly refer to the alignment with the SDG and the 

students in their project reports should reflect on the contribution of their work towards the 

SDGs. In an important article, roles of informal and formal governance activities i.e. re-search, 

conferences, training, consultations, accords, policies, etc., have also been identified as important 

for sustainable engineering education and achieving SDGs (Chen et al., 2022).  

 
Fig. 1 - Important aspects of sustainable engineering education 

In a European institution, SDGs- 6, 7, 12, and 13 were integrated into process design and 

engineering by introducing societal and environmental aspects (Barrio et al., 2024). The students 

incorporated energy consumption and environmental emissions type factors to evaluate the 

performance of their designed processes. After this activity, feedback from the students involved 

was collected. It was found that the student percentage of limited knowledge of sustainability 

dropped from 45 to 7%. Embedding sustainability-themed projects in engineering design was 

found effective in increasing sustainability-related knowledge of the students and ensured strong 

engagement and improvement in their abilities (Fishlock et al., 2023). In an important work, a 

challenge-based learning strategy was adopted, in which the postgraduate level learners learned to 

solve environmental issues and measure societal impact, etc. by generating sustainable solutions 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 195  

zzzzzz 

  

for various problems with a target to achieve SDG 11 (Gudonienė et al., 2021).  

Considering the discussion of past work, it can be said that integration of SDGs with 

curriculum is being done worldwide. However considering the number of educational institutes, 

such attempts are seemingly scarce. The problem situation in education sector across the globe 

can be explained by the fact that still, a significant number of learners and lecturers are unaware 

of sustainability concepts and possible interventions that can contribute to shaping a better world. 

They are highly unaware of the possible recognition of the efforts they are busy making in 

teaching, learning, and research activities. They also require some awareness and learning about 

relating their tasks and activities with SDGs and their proper reporting and documentation. 

This article discusses some of the important ways through which sustainable engineering 

education has been promoted and supported, at our university, to make contributions to the UN’s 

SDGs. The attempts corresponded to the university’s strategic plan 2035 which is built on societal 

impact and sustainability, as one of the three pillars. The consistency and quality of such attempts 

have positioned our university at 46th globally for its overarching impact on pursuing sustainable 

development, as per the latest Times impact ranking (Times Higher Education, 2025).   

The main aim of the article is to disseminate the concept of sustainability and pro-mote 

sustainable engineering education. It further intends to provide knowledge and develop a sound 

understanding of the readers about sustainability and sustainable engineering education, while 

encouraging the academic community to align teaching, learning, and research activities with the 

UN’s SDGs, for societal benefits, economic growth, and environment protection. Curriculum 

reform with introduction of sustain-ability-related content, sustainability-based projects, and 

harnessing the potential of generative AI for teaching, research, and publication, for sustainability-

leveraged engineering education, are mainly covered under the scope of this article. 

 

Methods 

This article explores key approaches through which sustainable engineering education has 

been integrated within one of the leading international Pan-African universities to contribute 

toward the United Nations’ Sustainable Development Goals (SDGs). The methodology primarily 

focuses on identifying, documenting, and presenting institutional and academic practices that 

contribute toward embedding the United Nations’ Sustainable Development Goals (SDGs) within 

the engineering curriculum, teaching, learning, and project work. 

A qualitative and exploratory approach was adopted to illustrate how sustainability 

concepts have been promoted, implemented, and aligned with the university’s Strategic Plan 2035, 

which highlights societal impact and sustainability as core pillars. The initiatives discussed 

represent structured efforts to move beyond conventional technical education and to nurture 

values of responsibility, ethics, and sustainability among both students and faculty. 

Information was gathered from institutional activities, curriculum reforms, classroom 

practices, and sustainability-focused student and faculty projects. The selected examples showcase 

how sustainability principles have been woven into teaching and learning processes, and how these 

initiatives have collectively strengthened the university’s contribution toward the SDGs. 

The scope of this article includes efforts to reform curricula by introducing sustainability-

related content, the execution of sustainability-oriented projects addressing real-world challenges, 

and the use of generative AI tools to enhance teaching, research, and publication in sustainable 

engineering education. The methodology is therefore descriptive and demonstrative in nature, 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 196  

zzzzzz 

  

aimed at sharing institutional experiences, highlighting effective practices, and encouraging further 

academic engagement in advancing sustainability-driven engineering education. 

 

Result And Discussion 

 

Works to Leveraging Sustainability in Mechanical Engineering Education 

The term sustainability incorporates three aspects, society, economy, and environment 

(Purvis et al., 2019). Strengthening any of these three aspects or pillars leads to shaping a better 

world, which was the main intention behind setting the UN’s SDGs in 2015. The main goal of 

sustainability is to achieve benefits to society, growth of economy, and protection of the 

environment. In other words, working towards sustainability positively impacts people, profit, and 

planet. Sustainable education is the basic and prime tool to achieve the goals of sustainability. 

Sustainable education can impart to learners and lecturers a sense of responsibility to contribute 

towards sustainability and adopt such practices that can facilitate people, profit, and planet. 

Sustainability-integrated teaching, learning, project, and research activities can be related to SDGs 

and documented further towards measuring the impact. The factors such as strict environmental 

regulations, accelerated competitiveness, and global reputation, etc. have made every sector in the 

world attempt to incorporate sustainability interventions. The education sector is one of the prime 

sectors where institutes and universities are aligning their plans and strategic objectives with 

sustainability. Sustainable education plays a big role in institutes and universities to achieve their 

objectives and targets, which are mainly aligned with sustainability these days.  

The important ways to leverage sustainability are highlighted in this section with examples 

of work carried out at an international university. Restructuring curriculum and contents of the 

modules relating to SDGs; incorporating sustainability aspects such as economy, society, and 

environment, into project and research; and digital technology-based rapid accomplishment of 

academic and administration tasks, are some of the ways to leverage sustainability in engineering 

education. 

 

Sustainability Integrated Teaching and Learning  

It is easy to embed sustainability with the classical contents of any engineering module. 

Engineering curricula need proper identification and documentation to be enriched with the 

SDGs. Some important examples from mechanical engineering education are considered here. 

Module content-specific SDGs can be identified, and further content reform or regulation change 

can be done to incorporate sustainability in engineering education. Materials science and 

manufacturing engineering are the two most important modules of mechanical engineering. The 

most relevant SDGs to both modules are SDG-3 good health and well-being SDG-8 decent work 

and economic growth; SDG-9 industry, innovation, and infrastructure; SDG-12 responsible 

production and consumption. It is worth mentioning that SDG-17 partnership for the goals is a 

key goal that can greatly help to achieve other SDGs. An attempt has been made by us to promote 

sustainability-based mechanical engineering education by enriching contents of some modules 

with sustainability. We have restructured those modules to provide some basic knowledge of 

sustainability and SDGs and further included exercises, examples, and assessments that lead to 

generating and evaluating knowledge of sustainability. Figure 2 presents classical contents of 

manufacturing module before curriculum reform as well as revised contents enriched with 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 197  

zzzzzz 

  

sustainability and SDGs.  

Fig. 2 - Example of inclusion of sustainability-based content in manufacturing engineering 

module 

The contents added to bring the texture of sustainability are mainly basics of sustainability 

and SDGs, which were added to the beginning of the module. Further, some more contents were 

added to other chapters belonging to various aspects of sustainability targeting SDGs 3, 9, and 12.  

Another important intervention took place in final year module ‘research methodology’ 

where in one of the assessments, students were given a task of SDG mapping of their final year 

project. The task that was given is as follows: 

“Please perform sustainability mapping for your honours project in terms of relating your 

project with any of the two sustainable development goals (SDGs) and briefly explain in what way 

your project contributes towards those SDGs? Which pillar of sustainability can your project 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 198  

zzzzzz 

  

strengthen? Briefly explain.”                                                                       

From the students, very interesting and creative responses, as shown in Fig. 3, were 

recorded and marked.  

Fig. 3 - Examples of student responses on SDG mapping of their projects 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 199  

zzzzzz 

  

The assessment turned out to be a great success from the viewpoint of a deeper 

understanding and learning of the students about sustainability, its importance, linking projects 

with SDGs and making contributions towards shaping a better world. 

 

Projects Based on Sustainability 

Sustainability-integrated projects can easily be designed for a better understanding of the 

learners and real-world experiences so that they can realize the importance of sustainability 

interventions to support and make contributions towards climate action, economic growth, and 

societal development. Encouraging learners to pursue interdisciplinary engagements and 

partnerships with each other is also helpful to make best out of this intervention. Some of the 

important examples of engaging learners in sustainability projects are mainly related to safety, 

environment protection, clear and green environment. We have assigned such projects to our 

industrial engineering technology final-year students in the last few years. Some of the important 

examples are discussed here. 

To enable industrial engineering learners to make contributions towards SDGs, some 

problems have been identified at the university workspaces related to ergonomics, orderliness, 

layouts, health, and safety. Targeting SDG 3 good health and well-being and SDG 8 decent work 

and economic growth, lean manufacturing interventions, ergonomic techniques, and other 

industrial engineering tools were employed to re-solve those issues and achieve clean, green, and 

safe university workplace. 

Figure 4 presents some of the project examples aligned with various SDGs. Similarly, 

mechanical engineering students were also assigned such tasks and they completed projects such 

as green machining of difficult-to-machine materials, aligned with SDG 9 industry, innovation, 

and infrastructure, and SDG 12 responsible production and consumption. 

In addition to that, all project rubrics, for mechanical engineering, incorporate 

sustainability evaluations, where the students need to justify their contributions aligned with the 

criterion such as sustainability analysis, and environmental, economic, and social impact 

assessments, of the product or system design under consideration. These factors are governed 

based on the graduate attribute 7 sustainability and im-pact of engineering activity. Figure 5 

provides the blurb of the rubric having sustainability indicators and their evaluation for final-year 

projects. 

 

 

 

 

 

 

 

 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 200  

zzzzzz 

  

Fig. 4 - Examples of industrial engineering undergraduate projects targeting various SDGs. 

 

 

 

 

 

 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 201  

zzzzzz 

  

 
Fig. 5 - Highlighted sustainability indicators for evaluation of mechanical engineering final-year 

projects. 

 

AI in Sustainable Engineering Education 

The 4th industrial revolution is shaped by digital technologies, with artificial intelligence 

(AI) as the backbone. Tools such as digital twins, virtual and augmented reality, simulations, 

generative AI, and 3D printing have proven effective in advancing quality education and societal 

impact (Bula Bunjaku et al., 2024), (Gupta, 2023). Generative AI and simulations support high-

quality projects, research, and publications, while VR, AR, digital twins, and 3D printing enhance 

teaching through improved content development and delivery. 

Virtual reality enables effective online and remote learning, demonstrated by a virtual 

manufacturing lab for mechanical engineering students. Likewise, 3D printing is widely used for 

prototyping, laboratory samples, and project demonstrations (Espach & Gupta, 2023). Augmented 

reality deepens learner understanding by providing detailed insights into mechanical parts and 

systems. Generative AI, if used ethically, offers significant time savings by assisting students and 

researchers with idea generation, creative outputs, and feedback. When integrated with 

sustainability, AI-based education can strengthen the economy, protect the environment, and 

promote social inclusion. Remote and flexible learning reduces carbon footprints, optimizes 

resource use, and expands access to underserved groups, aligning with eco-friendly and equitable 

education goals. 

In practice, generative AI has been incorporated into the ‘research methodology’ module 

for bachelor’s students in mechanical and industrial engineering. Learners used AI tools such as 

ChatGPT for project proposals, research plans, and presentations, alongside reference managers 

like Mendeley and Endnote. Tools like Elicit and Research Rabbit supported literature review and 

analysis. Training sessions ensured students understood institutional policies and emphasized 

ethical AI use. Informal feedback revealed high satisfaction, with students reporting that these 



  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 202  

zzzzzz 

  

digital tools significantly reduced administrative tasks and improved efficiency. 

 

Conclusion 

Sustainable engineering education is not just a response to global challenges but a proactive 

approach to creating resilient and equitable systems for future generations. By embedding 

sustainability principles into engineering curricula, fostering interdisciplinary collaboration, and 

leveraging digital tools, educational institutions can pre-pare engineers who can make positive 

contributions to a sustainable future. As the world faces unprecedented environmental and social 

pressures, the role of sustainable engineering education becomes increasingly vital in shaping the 

leaders and innovators of tomorrow.  

The following key points can be summarized: 

• Incorporating sustainability-related content in various courses has been found effective 

and led to further maximizing the future attempts towards a meaningful and best 

contribution to SDGs.  

• Undergraduate-level projects based on solving the university issues and achieving 

sustainability have been found effective and creative enough for the students to gain 

sustainability insights and make a societal impact.  

• The outcomes of such projects, due to their inherent nature, promoted decent work 

and economic growth, good health and well-being, and responsible production and 

consumption, type SDGs.  

• Digital technology interventions for research, projects, and publications have also 

greatly assisted the students.  

• Training and upskilling for sustainability and digitalization, ensured the awareness, 

understanding, and knowledge among students and staff to establish the field further.  

Conclusively, the attempts to leverage sustainability in engineering education, as discussed 

in this article, contributed to the strategic goals of the university and increased its impact on 

pursuing sustainable development goals. Such interventions can be scaled to other engineering 

institutions and universities to achieve excellence and sustainability. 

 

References 

Acosta-Castellanos, P. M., Queiruga-Dios, A., and Camargo-Mariño, J. A. "Environmental 

Education for Sustainable Development in Engineering Education in Colombia." Frontiers 

in Education 9 (2024): 1306522. https://doi.org/10.3389/feduc.2024.1306522. 

Barrio, J., Acha, V. L., Agirre, E., and Viar, N. "Integration of Sustainable Development Goals in 

the Field of Process Engineering through Active Learning Methodologies." Education for 

Chemical Engineers 49 (2024): 26–34. https://doi.org/10.1016/j.ece.2024.01.005. 

Bula Bunjaku, I., Gagica, S., and Doyle Kent, M. "Integrating Digital Tools in Engineering 

Education: Social Impact of Technological Integration." IFAC-PapersOnLine 58, no. 3 

(2024): 118–122. https://doi.org/10.1016/j.ifacol.2024.01.002. 

Chen, H., Wang, S., and Li, Y. "Aligning Engineering Education for Sustainable Development 

through Governance: The Case of the International Center for Engineering Education in 

China." Sustainability 14, no. 21 (2022): 14643. https://doi.org/10.3390/su142114643. 

Espach, A., and Gupta, K. "3D Printing—An Important Industry 4.0 Tool for Online and Onsite 

Learning." In Artificial Intelligence and Online Engineering: REV 2022, edited by M. E. Auer, 

https://doi.org/10.3389/feduc.2024.1306522
https://doi.org/10.1016/j.ece.2024.01.005
https://doi.org/10.1016/j.ifacol.2024.01.002
https://doi.org/10.3390/su142114643


  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 203  

zzzzzz 

  

S. A. El-Seoud, and O. H. Karam, Lecture Notes in Networks and Systems, vol. 524. 

Cham, Switzerland: Springer, 2023. https://doi.org/10.1007/978-3-031-17091-1_32. 

Fishlock, S., Thompson, M., and Grewal, A. "Sustainable Engineering Design in Education: A 

Pilot Study of Teaching Right-to-Repair Principles through Project-Based Learning." 

Global Challenges 7 (2023): 2300158. https://doi.org/10.1002/gch2.202300158. 

Fredriksson, C., and Dwek, M. "Sustainable Development in Engineering Education." In 

Proceedings of the 2021 World Engineering Education Forum/Global Engineering Deans Council 

(WEEF/GEDC), 1–6. Madrid, Spain, 2021. 

https://doi.org/10.1109/WEEF/GEDC53299.2021.9657227. 

García-Aranda, C., Molina García, A., Pérez Rodríguez, J., and Rodríguez-Chueca, J. 

"Sustainability in Engineering Education: Experiences of Educational Innovation." In 

Handbook of Sustainability Science in the Future, edited by W. Leal Filho, A. M. Azul, F. Doni, 

and A. L. Salvia. Cham, Switzerland: Springer, 2023. https://doi.org/10.1007/978-3-030-

68074-9_153-1. 

Gómez-Martín, M. E., Gimenez-Carbo, E., Andrés-Doménech, I., and Pellicer, E. "Boosting the 

Sustainable Development Goals in a Civil Engineering Bachelor Degree Program." 

International Journal of Sustainability in Higher Education 22, no. 8 (2021): 125–145. 

https://doi.org/10.1108/IJSHE-02-2021-0065. 

Gudonienė, D., Paulauskaitė-Tarasevičienė, A., Daunorienė, A., and Sukackė, V. "A Case Study 

on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying 

CBL." Sustainability 13, no. 15 (2021): 8495. https://doi.org/10.3390/su13158495. 

Gupta, K. "Some Techniques for Smart Engineering Education." In Artificial Intelligence and Online 

Engineering: REV 2022, edited by M. E. Auer, S. A. El-Seoud, and O. H. Karam, Lecture 

Notes in Networks and Systems, vol. 524. Cham, Switzerland: Springer, 2023. 

https://doi.org/10.1007/978-3-031-17091-1_38. 

Gutierrez-Bucheli, L., Kidman, G., and Reid, A. "Sustainability in Engineering Education: A 

Review of Learning Outcomes." Journal of Cleaner Production 330 (2022): 129734. 

https://doi.org/10.1016/j.jclepro.2021.129734. 

Hąbek, P., Palacz, M., and Saeed, F. "Embedding Sustainability into Mechanical Engineering 

Master Programs: A Case Study of the Top Technical Universities in Europe." Sustainability 

16, no. 2 (2024): 941. https://doi.org/10.3390/su16020941. 

Isaza Domínguez, L. G., Velasquez Clavijo, F., Robles-Gómez, A., and Pastor-Vargas, R. "A 

Sustainable Educational Tool for Engineering Education Based on Learning Styles, AI, 

and Neural Networks Aligning with the UN 2030 Agenda for Sustainable Development." 

Sustainability 16, no. 20 (2024): 8923. https://doi.org/10.3390/su16208923. 

Purvis, B., Mao, Y., and Robinson, D. "Three Pillars of Sustainability: In Search of Conceptual 

Origins." Sustainability Science 14 (2019): 681–695. https://doi.org/10.1007/s11625-018-

0627-5. 

Pujol, F. A., and Tomás, D. "Introducing Sustainability in a Robotic Engineering Degree: A Case 

Study." Sustainability 12, no. 14 (2020): 5574. https://doi.org/10.3390/su12145574. 

Ramirez-Mendoza, R. A., Morales-Menendez, R., Melchor-Martinez, E. M., et al. "Incorporating 

the Sustainable Development Goals in Engineering Education." International Journal of 

Interactive Design and Manufacturing 14 (2020): 739–745. https://doi.org/10.1007/s12008-

020-00661-0. 

https://doi.org/10.1007/978-3-031-17091-1_32
https://doi.org/10.1002/gch2.202300158
https://doi.org/10.1109/WEEF/GEDC53299.2021.9657227
https://doi.org/10.1007/978-3-030-68074-9_153-1
https://doi.org/10.1007/978-3-030-68074-9_153-1
https://doi.org/10.1108/IJSHE-02-2021-0065
https://doi.org/10.3390/su13158495
https://doi.org/10.1007/978-3-031-17091-1_38
https://doi.org/10.1016/j.jclepro.2021.129734
https://doi.org/10.3390/su16020941
https://doi.org/10.3390/su16208923
https://doi.org/10.1007/s11625-018-0627-5
https://doi.org/10.1007/s11625-018-0627-5
https://doi.org/10.3390/su12145574
https://doi.org/10.1007/s12008-020-00661-0
https://doi.org/10.1007/s12008-020-00661-0


  
 

Kapil Gupta, Shailendra Pawanr, Mfundo Nkosi 
Some Interventions for Sustainability Leveraged Mechanical Engineering Education 

 
 

  

Volume 9, Number 2, November 2025 | 204  

zzzzzz 

  

Times Higher Education. Impact Rankings. 

https://www.timeshighereducation.com/impactrankings (accessed January 31, 2025). 

Tisdale, J. K., and Bielefeldt, A. R. "Exploring Sustainability Instruction Methods in Engineering 

Thermodynamics Courses: Insights from Scholarship of Teaching and Learning." 

Sustainability 16, no. 19 (2024): 8637. https://doi.org/10.3390/su16198637. 
 

 

 

https://www.timeshighereducation.com/impactrankings
https://doi.org/10.3390/su16198637

