Abstract:

The imperative to swiftly integrate sustainability skills into engineering curricula amidst our current shift in production models serves as a catalyst for both industries and academic institutions to proficiently equip engineers with the competencies necessary to address the challenges associated with achieving the Sustainable Development Goals (SDGs). A comprehensive understanding of the prevailing landscape of sustainability skills within universities alongside discerning the requisites articulated by companies involved in sustainable development assumes critical importance. Notably, Spain has made remarkable strides through pioneering initiatives such as EELISA (European Engineering Learning Innovation and Science Alliance), the ITD (Center for Innovation in Technology for Human Development) led by the UPM, and the European University's School of Sustainability established within the EU.

This article is designed to achieve two primary objectives: firstly, to assess the progress made by Higher Education Institutions in integrating sustainability skills into their curricula and supplementary activities, and secondly, to identify the training requirements articulated by industries in these domains and their commitment to the SDGs.

Methodology: The study entailed conducting interviews with a diverse cohort of thirty individuals representing various university stakeholders, encompassing directors of degree and master's programs, faculty members, and institutional leaders. Additionally, interviews were conducted with individuals tasked with upholding the quality of engineering education and accreditation. Insights were garnered from managers, HR professionals in relevant companies, deans of colleges, and professional associations to capture perspectives from the professional sphere. Tailored questionnaires were meticulously crafted for each group to evaluate institutional progress, faculty engagement, and the specific demands pertaining to engineers equipped with sustainable skills. These interviews were conducted in three formats, tailored to the preferences of the participants — in person utilizing the Teams platform and, in certain instances, via email to elicit written responses. A comprehensive analysis by target groups was conducted subsequent to gathering responses to comprehend the prevailing scenario and draw penetrating conclusions.

While commendable practices championing sustainable education have garnered international acclaim, there exists a dispersal of autonomous teaching initiatives, emphasizing the need for a standardized structure across Higher Education Institutions. Tackling this challenge and formulating consolidated, specific models necessitates proactive engagement and resource allocation from the governing bodies of Higher Education Institutions. Embracing a multidisciplinary approach to address real-world challenges can deftly navigate the intricacy and ambiguity often associated with sustainability. It is paramount for students to cultivate an open mindset that contextualizes technical challenges within their social and cultural milieus, laying the groundwork for recognizing the significance and potential of engineering in advancing the SDGs.

Keywords:

Sustainability competencies, GreenComp, sustainability in engineering, SDGs in engineering, future engineers.