Year: 2025
Type: article
Abstract: Despite growing emphasis on sustainability across engineering disciplines, empirical evidence on how structured interventions shape students’ sustainability knowledge and understanding remains limited. This study introduces and evaluates a set of purposefully designed sustainability modules integrated into an architectural engineering design studio. It addresses a persistent gap in student knowledge due to insufficient and non-coherent integration of sustainability topics. Noting the increased necessity to tackle complex sustainability challenges by systems thinking and applied design, the modules were designed to support learning across five progressive steps: foundational concepts, specialization and peer teaching, hands-on assessment, project-based integration, and reflective synthesis and future implementation. Using a mixed-methods approach, the modules were tested through pre- and post-intervention assessment, supported by statistical analysis (t = 41.92, p < 0.001) and qualitative feedback from students and instructors. The findings suggest significant improvements in students’ sustainability knowledge and in-depth engagement when incorporating active and collaborative learning strategies. Similarly, project-based learning and peer learning exercises were seen as most effective in fostering comprehension and applied understanding. The iterative approach of refining module’s content and delivery based on students’ feedback—such as incorporating reflective prompts in later sessions—improved conceptual clarity and strengthened student learning needs and relevance to the study topic. By addressing the gaps in knowledge and curriculum integration, this exploratory study offers a transformative framework to integrate sustainability into engineering curricula and highlights the importance of pedagogical strategies in promoting sustainability competencies within engineering.
Source: Sustainability
DOI: 10.3390/su172310772
Authors: Faisal Alhassani, Muhammad Rakeh Saleem
Institutions: King Abdulaziz University, Pennsylvania State University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $2,896
Funder: King Abdulaziz University
OpenAlex ID: W4416903222