Implementation of Education for Sustainable Development in Higher Education: Engineering Studies

Abstract

This article aims to identify and analyze various models developed in Europe over the past 20 years for the immediate and effective implementation of Education for Sustainable Development (ESD) in higher education, with a particular focus on engineering studies. The models are examined in correlation with reference examples from different countries and universities, along with the strategies employed to integrate sustainable development (SD). From the research conducted, comparative tables have been created to evaluate the barriers, accelerators, advantages, and disadvantages of various implementation strategies. The authors emphasize the importance of actionable outcomes, highlighting two key points: first, the necessity of integrated action and maximizing the participation of the university community and its stakeholders; second, the need for engineering curricula to incorporate critical concepts and SDGs, alongside the creation of curricular spaces that foster high-level competencies and enable transdisciplinary learning. Additionally, the study underscores the importance of supporting educators in this process. Establishing accompaniment teams and providing collaborative spaces for dialogue and adjustment are critical to accommodating diverse perspectives and implementation paces. Drawing from prior research and publications, the practical approach developed here reaffirms the feasibility of ESD implementation, providing reassurance to stakeholders about its practicality and impact.