Integrating Sustainability Competencies into Engineering Curricula: Jordan as a Case Study

Abstract

As a result of increasing environmental, social and economic issues, integrating sustainable competencies into Engineering education has become a worldwide priority. In many developing nations, sustainability is still considered a peripheral issue in relation to an engineering program’s essential competencies, as seen in many engineering programs. The purpose of this paper is to present a structured framework for integrating sustainability competencies into engineering curricula, using Jordan as a case study. Based on the collaborative experiences of multiple public and private universities in Jordan, the framework will emphasize the design of competency-based curricula, faculty capacity-building, interdisciplinary pedagogy and systematic assessment of learning outcomes. The framework will outline how to integrate sustainability concepts into core engineering courses, project-based learning and applied laboratories and how the framework can be adapted to various institutional and professional contexts. Through the use of this study, sustainability literacy will be developed into outcomes-based engineering competencies that can be measured and acted on, and provide an infrastructure to develop a scalable approach for similar regional and global engineering programs.