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Asking the engineering educators: prevalence of sdgs in the engineering curriculum & analysing accreditation requirements
Ravi, Manoj
Ravi, Manoj
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EESD2025_#19_Ravi.pdf
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Date
2025
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Abstract
This paper presents findings from a global survey of engineering educators (n=22) across five continents, examining the integration of Sustainable Development Goals (SDGs) in engineering education. Despite the limited sample size, consistent response patterns reveal significant trends in sustainability education implementation. SDGs 6, 7, 9 and 11 were the most prominent SDGs identified as being relevant to the engineering discipline. All respondents identified at least one SDG as being relevant to their teaching content; however, the actual coverage rate of SDGs -defined as the ratio of SDGs that educators say they explicitly identify in their teaching to SDGs that they identify as being relevant to the taught content -averages below 40%. Survey respondents cited a packed curriculum and accreditation requirements as the main reasons for the low coverage of SDGs. To explore how educators' concerns of a crowded curriculum can be reconciled with accreditation requirements, a comparative Bloom's Taxonomy analysis of sustainability-related undergraduate learning outcomes mandated by five major engineering accreditation bodies from around the world was undertaken. Although there are differences in the learning outcomes prescribed by the different accreditation bodies, an overarching emphasis on sustainability as the foundational pillar to engineering design and problem-solving is evident.
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Keywords (free text)
accreditation requirements, UN SDGs, survey evaluation, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering