With engineers expected to play a pivotal role in the accomplishment of UN Sustainable Development Goals (UNSDGs), the educational experience for next-generation engineers must empower them to leverage their expertise to solve global challenges about sustainable development. Growing consensus is calling for the revamp of engineering education where sustainable development becomes the underpinning element. The objective of this research is to identify existing knowledge gaps and emerging trends in embedding sustainability in engineering education worldwide. By using diverse methodologies, including literature analysis and surveying opinions in the education community, the findings of this research will help shape the design and delivery of a cutting-edge sustainable engineering curriculum.

I have been in the process of undertaking a comprehensive literature survey, wherein published literature and data collated from several electronic databases have been analysed to identify different approaches and strategies for the delivery of a sustainable engineering curriculum in higher education. Once I have collected my data, I plan to take an analysis including a mapping to the UNSDGs and a comparison of the similarities and differences of approaches reported from  HICs, MICs and LICs. In addition to the literature investigation, opinions of academics in engineering disciplines will be sought to propose recommendations for more effectively incorporating sustainability in the engineering curriculum.

I hope to potentially publish my work in an international journal and present my research at the University of Leeds 2024 Student Sustainability Research Conference.