Resea ch Pape
Recommended ci a ion: Sen, M., Palme , I., El-Said, T., & Jones, E. (2025).
Teaching Sus ainabili y Complexi y: A Sys ema ic Re iew. In Kangaslampi, R.,
Langie, G., Jä inen, H.-M., & Nagy, B. (Eds.), SEFI 53 d Annual Con e ence.
Eu opean Socie y o Enginee ing Educa ion (SEFI), Tampe e, Finland. DOI:
10.5281/zenodo.17631517.
This Con e ence Pape is b ough o you o open access by he 53 d Annual Con e ence
o he Eu opean Socie y o Enginee ing Educa ion (SEFI) a Tampe e Uni e si y in
Tampe e, Finland. This wo k is licensed unde a C ea i e Commons
A ibu ion-NonComme cial-Sha e Alike 4.0 In e na ional License.
TEACHING SUSTAINABILITY COMPLEXITY: A SYSTEMATIC
REVIEW
M. Sen a, I. Palme b,
1
, A.T. El-Said c, E. Jones d
a Uni e si y o Wa wick Co en y, UK
b WMG, Uni e si y o Wa wick Co en y, UK
c WMG, Uni e si y o Wa wick Co en y, UK
d WMG, Uni e si y o Wa wick Co en y, UK
Con e ence Key A eas: Sus ainabili y and socie y in enginee ing; Enginee ing
skills, p o essional skills, and ans e sal skills
Keywo ds: sus ainabili y, complexi y,
ABSTRACT
In a apidly e ol ing educa ional landscape, in eg a ing sus ainabili y complexi y in o
highe educa ion is pi o al o add essing global challenges and p epa ing s uden s
as ans o ma i e leade s (S e lin, 2010). This pape explo es insigh s om a
sys ema ic e iew conduc ed on global bes p ac ices o eaching sus ainabili y in
he manu ac u ing enginee ing sec o .
This s udy p esen s bes p ac ices o eaching sus ainabili y complexi y, ocusing on
in e disciplina y in eg a ion, s akeholde engagemen , e hical esponsibili y, and
os e ing inno a ion. Fo ins ance, he esea ch emphasizes he inco po a ion o li e-
cycle assessmen ools (Au and and Bu le , 2011), eal-wo ld caps one p ojec s
(Amini-Rankouhi and Huang, 2021), and p oblem-based lea ning (Li e al, 2015) o
ackle sus ainabili y challenges. Fu he mo e, i ou lines s a egies o balance global
sus ainabili y s anda ds wi h local con ex ual needs, demons a ing how highe
educa ion can become a d i e o ans o ma i e change (Ya ime e al., 2012).
Adop ing a schola ly app oach by g ounding i s indings in ele an li e a u e and
global challenges such as achie ing he UN Sus ainable De elopmen Goals
(SDGs), his s udy will p o ide eal-li e examples, and p ac ical akeaways ha can
inspi e cu iculum de elopmen in di e se educa ional con ex s. This esea ch aims
o c ea e a deepe unde s anding o how o c ea e ans o ma i e lea ning
en i onmen s ha enable s uden s and ins i u ions o h i e while add essing
sus ainabili y complexi y in highe educa ion. This would be pa icula ly ele an o
educa o s, cu iculum designe s, and policymake s seeking o os e sus ainable
p ac ices in manu ac u ing and beyond.
1
Co esponding Au ho
I. Palme
[email p o ec ed]
1 INTRODUCTION
Sus ainabili y educa ion is inc easingly ecognized as a c ucial componen in
equipping s uden s o add ess he complex challenges o he 21s cen u y. The
demand o sus ainable de elopmen is no jus a global impe a i e bu a
undamen al ans o ma ion ha equi es e hinking how educa ion sys ems p epa e
s uden s o he complexi ies o he mode n wo ld (S e ling, 2011). Michelsen (2017),
ou lines he ela ionship be ween educa ion and sus ainabili y as:
“Educa ional p ocesses should p omo e a g ea e awa eness o issues
conce ning he sus ainable de elopmen o socie y and de elop compe ences
allowing indi iduals o pa icipa e in coming up wi h inno a i e solu ions o he
economic, social, echnological and cul u al p oblems h ea ening he ea h’s
ecosys em.”
Inco po a ing sus ainabili y in o enginee ing educa ion p esen s se e al complex
challenges and oppo uni ies. These complexi ies a e mul i ace ed, in ol ing social,
economic, and en i onmen al dimensions, as well as he in e play be ween hem
(Caei o e al., 2020). T adi ional educa ional models o en all sho o add essing
hese mul i ace ed challenges, as hey end o ocus on isola ed disciplines wi hou
os e ing he sys ems hinking necessa y o sus ainabili y (Lozano e al., 2017).
Complex p oblem heo y sugges s ha complex p oblems canno be sol ed bu mus
be con inually e iewed and wo ked a . (Bayne, 2019) Sus ainabili y is one such
complex o wicked p oblem, due o he la ge numbe o mo ing and disconnec ed
pa s. Sus ainabili y complexi y equi es new ways o hinking and app oaches o
engagemen (B onn & B onn, 2018). As educa o s i is ou ole o p epa e s uden s
wi h he knowledge and skills equi ed o ackle such p oblems.
Sus ainabili y complexi y is he e o e de ined as he in e play o he many and a ied
conside a ions ha con ibu e o sus ainabili y in all i s o ms.
Add essing sus ainabili y complexi y in enginee ing educa ion is an eme ging ocus
d i en by he p essing need o u u e enginee s and leade s o e ec i ely ackle
en i onmen al and socie al challenges. The mul i ace ed na u e o sus ainabili y,
which encompasses en i onmen al, social, and economic dimensions, equi es a
holis ic educa ional app oach (S e ling, 2011). Di e en enginee ing domains all
ha e di e en sus ainabili y dimensions, such as using design o en i onmen
p inciples in p oduc design o ocusing on elec i ica ion in anspo a ion. This
p ojec is he e o e signi ican as i add esses a c i ical need o educa ional
ins i u ions o adap hei cu icula o p epa e s uden s o sus ainabili y complexi y.
By de eloping an unde s anding o sus ainabili y complexi y his p ojec con ibu es
o he b oade discou se on how uni e si ies can be e equip s uden s wi h he skills
and knowledge needed o ackle global sus ainabili y challenges (Wiek e al., 2011).
2 METHODOLOGY
2.1 Li e a u e Re iew
This sys ema ic e iew was conduc ed ollowing he PRISMA (P e e ed Repo ing
I ems o Sys ema ic Re iews and Me a-Analyses) guidelines (PRISMA, 2020),
ocusing on a ious eaching me hodologies, including sys ems hinking,
in e disciplina y app oaches, s akeholde engagemen , e hical app oaches, and he
inclusion o ad anced echnologies, o add ess sus ainabili y challenges. The sea ch
was conduc ed using he elec onic da abase Scopus, selec ed due o i s igo ous
selec ion c i e ia o inclusion. The sea ch, comple ed in summe 2024, included
s udies published be ween Janua y 2008 and Janua y 2024. The sea ch used he
ollowing s a emen s in combina ion: "sus ainabili y educa ion", " eaching
complexi y", “Manu ac u ing sec o ” and “Highe educa ion”. Inclusion c i e ia
included a ocus on highe educa ion, eaching me hodologies and lea ning
ou comes. S udies we e excluded i hey we e based in non-highe educa ion
se ings, we e no published in English, we e no pee e iewed o co e ed an
i ele an opic. The ini ial sea ch iden i ied 141 s udies, o which 44 we e deemed
eligible o inclusion.
2.2 Thema ic Analysis
A hema ic analysis was applied o he li e a u e ound, o iden i y common hemes,
s a egies, and gaps in cu en eaching p ac ices. This g ouped he da a in o six
ca ego ies wi h o e lap whe e pape s ela ed o mo e han one heme.
3 RESULTS
The six hemes and he pape s associa ed wi h hem can be seen in Table 1.
Table 1. Themes and associa ed s udies
Theme
Re e ences
In e disciplina y
In eg a ion
Agogino e al. (2008); Amini-Rankouhi and Huang (2021);
Au and and Bu le (2011); B own e al. (2016) ; Bu e al.
(2022); Ce inšek and Dolinšek (2011); Cowan e al. (2010);
C am e al. (2023); Desai and Thomassian (2009); E ekin
e al. (2014); Esmaelian e al. (2018); Es ela Pe al a e al.
(2016); Fox e al. (2009); F ibe g e al. (2021); G asso and
Bu kins (2010); Ijassi e al. (2024); Joyce e al. (2013);
Kanu e al. (2012); Kinane e al. (2023); Leung e al.
(2021); Li e al. (2015); Ma inich and Poli o (2010); Muelle
e al. (2024); Pe pignan e al. (2021); Schwa zman e al.
(2019); Tom e al. (2013); Tseng e al. (2016); Zhang e al.
(2015);
Sys ems Thinking
Au and and Bu le (2011) ; B own e al. (2016) ; Ce inšek
and Dolinšek (2011) ; Chiou e al. (2013); Cowan e al.
(2010); C am e al. (2023) ; Desai and Thomassian (2009) ;
DuPon and Wis ho (2015) ; Fox e al. (2009) ; G asso
and Bu kins (2010) ; Ijassi e al. (2024); Joyce e al. (2013);
Kanu e al. (2012) ; Kinane e al. (2023) ; Lago io and
Cimini (2023); Muelle e al. (2024); Pe pignan e al. (2021)
; Tasdemi e al. (2020) ; Tseng e al. (2016) ; Weiss e al.
(2024) ;
S akeholde
Engagemen
Au and and Bu le (2011); Ce inšek and Dolinšek (2011) ;
Cowan e al. (2010) ; Desai and Thomassian (2009) ;
DuPon and Wis ho (2015); Edinba ough e al. (2014);
Esmaelian e al. (2018); Es ela Pe al a e al. (2016); Fox e
al. (2009); G asso and Bu kins (2010) ; Husanu e al.
(2017); Ijassi e al. (2024) ; Muelle e al. (2024) ; Tseng e
al. (2016) ; Weiss e al. (2024);
E hical and Social
Responsibili y
Agogino e al. (2008); B own e al. (2016) ; Ce inšek and
Dolinšek (2011); Cowan e al. (2010); Desai and
Thomassian (2009); Edinba ough e al. (2014); Esmaelian
e al. (2018) ; Fox e al. (2009); G asso and Bu kins,
(2010); Joyce e al. (2013) ; Kinane e al. (2023) ; Lago io
and Cimini (2023); Muelle e al. (2024); Schwa zman e al.
(2019);
Inno a ion and
Technological
Ad ancemen s
Agogino e al. (2008); Amini-Rankouhi and Huang (2021);
Au and and Bu le (2011); Ce inšek and Dolinšek (2011);
Chiou e al. (2013); Desai and Thomassian (2009); Fox e
al. (2009) ; F ibe g e al. (2021); G asso and Bu kins (2010)
; Ijassi e al. (2024); Joyce e al. (2013); Muelle e al.
(2024); Wang e al. (2021);
Global
Pe spec i e and
Local Con ex
Agogino e al. (2008); Amini-Rankouhi and Huang (2021) ;
B own e al. (2016); Ce inšek and Dolinšek (2011); Chiou
e al. (2013); Cowan e al. (2010); Desai and Thomassian
(2009); Fox e al. (2009); G asso and Bu kins (2010) ; Ijassi
e al. (2024); Muelle e al. (2024); Reise and Phan (2015);
Weiss e al. (2024) ;
Tools and echniques aken om he esea ch and aligned o each heme can be
seen in able 2.
Table 2. Tools highligh ed by esea ch heme
Theme
Tools highligh ed
In e disciplina y
In eg a ion
Ne wo k o sus ainabili y educa o s; UN SDG amewo k;
Gues lec u es; Ca bon oo p in so wa e; Compe ence
amewo k; Technology enhanced lea ning; So skills
de elopmen ; P ojec based lea ning; Team caps one
p ojec s; Ci izen science; P oblem based lea ning;
Sys ems Thinking
Li e cycle assessmen s; Hands on p ojec s/mini design
p ojec s; Lean and Six-Sigma; Agen based simula ions;
T iple bo om line; compe ence amewo k; P ojec based
lea ning; Indus y speci ic case s udies; Eco-audi ;
Design o En i onmen p inciples;
S akeholde
Engagemen
Ex e nal pa ne ships; Collabo a i e p ojec s; eal wo ld
p ojec s; Gues lec u es; Communica e wi h non- echnical
audiences; Indus ial Ad iso y Boa d; Lea ning ac o y
model; Role playing exe cises; Ci izen science;
E hical and Social
Responsibili y
Volun ee ing; Socially bene icial p ojec s; Social Impac
Assessmen s; Modelling beha iou s; Human cen ic
design; P ojec s aligned o UN SDGs;
Inno a ion and
Technological
Ad ancemen s
Hands on p ojec s; In e disciplina y collabo a ions;
Cu ing edge esea ch p ojec s; Inno a ion labs; Vi ual
labs; C ea ing business models; Role play; Con inuous
eedback loops; Ad anced simula ion ools;
Global Pe spec i e
and Local Con ex
Local sus ainabili y p ojec s; S udy ab oad oppo uni ies;
Global enginee ing p ojec s; Pa ne ships wi h
in e na ional ins i u ions; Di e se case s udies;
Da abases o examples;
4 DISCUSSION
4.1 In e disciplina y In eg a ion
In e disciplina y in eg a ion is a common heme among all he selec ed pape s. All
au ho s ei he explici ly o implici ly sugges he c i ical impo ance o in eg a ing
sus ainabili y ac oss a ious disciplines wi hin highe educa ion. Fox e al. (2009),
ad oca e o embedding sus ainabili y in o cou ses ela ed o design, enginee ing,
manu ac u ing, echnology, and managemen . They suppo hei esea ch by
emphasising he need o enginee ing and echnology acul y o a end wo kshops
pa icula ly gea ed owa ds sus ainabili y, in o de o con ibu e o a g owing ne wo k
o educa o s in sus ainable enginee ing. Desai and Thomassian (2009),
Schwa zman e al. (2019) and Kinane e al. (2023) p esen cou ses designed o
in eg a e sus ainabili y, b inging oge he s uden s om a ious disciplines. Kinane e
al. (2023) go u he o ocus on using he UN SDGs as an unde lying amewo k.
Au and and Bu le (2011) and Kanu e al. (2012) discuss he bene i s o in oducing
modules augh by acul y om di e en disciplines. Whe eas Tseng e al. (2016)
sugges ed a ge ed wo kshops. Kanu e al. (2012) and Bu e al. (2022) sugges
using speci ic educa ional so wa e and Leung e al. (2021) ocuses on c ea ing
in e disciplina y lab cou ses. G asso and Bu kins (2010), meanwhile, ake a mo e
adical app oach by ad oca ing o es uc u ing enginee ing p og ams om
specialised, na ow disciplines o a “libe al a s” app oach. Ce inšek and Dolinšek
(2011) and Pe pignan e al. (2021) p esen he use o compe ence amewo ks.
Ce inšek and Dolinšek (2011) also highligh he use o echnology-enhanced
lea ning (TEL). Agogino e al. (2008) and Ijassi e al. (2024) speci ically sugges he
inclusion o business educa ion in enginee ing p ojec s, suppo ed by C am, e al.
(2023) and F ibe g e al. (2021), who encou age in usion o an en ep eneu ial
mindse . Agogino e al. (2008), Joyce e al. (2013) and Tom e al. (2013) sugges
ha in e disciplina y in eg a ion can be achie ed h ough p ojec -based lea ning.
Simila ly, Amini-Rankouhi and Huang, (2021) encou age he use o eam-based
caps one p ojec s as an educa ional ool o os e in e disciplina y engagemen .
Esmaelian, e al. (2018) p opose he in eg a ion o ci izen science a guing ha
s uden s will be mo e likely o spend ime on ci izen science p ojec s han hey would
o adi ional cou sewo k. They also highligh ha ci izen science is a e y low cos
access o esea ch-based educa ion which hey migh no o he wise ha e access o.
Muelle e al. (2024) ecommend p ojec based lea ning h ough Lea ning Fac o ies
(LFs) by mimicking eal wo ld challenges in he class oom se ing. Simila ly Li e al.
(2015) encou age he use o P oblem-Based Lea ning (PBL). B own e al. (2016),
Zhang e al. (2015) and E ekin e al. (2014) highligh he bene i s o exis ing
sus ainabili y discou se wi hin enginee ing educa ion such as Sus ainable Sys ems
Enginee ing (SSE). Ma inich and Poli o (2010) p opose in eg a ing ca ee
de elopmen and leade ship aining, which is c ucial o p epa ing enginee s o
adap o changing indus y demands. Es ela Pe al a e al. (2016) poin s ou ha
sus ainabili y educa ion and e o s owa ds in e disciplina y in eg a ion will only uly
be e ec i e when included in mul iple educa ional le els (Bachelo , Mas e , PhD)
wi h a ocus on in e disciplina y app oaches.
4.2 Sys ems Thinking
One o he key eaching ools discussed by many o he selec ed au ho s is li e-cycle
assessmen (LCA), which helps s uden s e alua e he en i onmen al impac s o
p oduc s om c adle o g a e. (Au and and Bu le , 2011) (Fox e al., 2009) Desai
and Thomassian (2009) sugges using hese o hands-on p ojec s o mini-design
p ojec s. Kanu e al. (2012) and C am e al. (2023) go u he by encou aging he
planned in oduc ion o li e cycle analysis (LCA) ools like he Okala Li e Cycle
Analysis Calcula o , GaBi and SimaP o in o he cu iculum. Simila ly Tasdemi e al.
(2020) encou age he use o ools like Lean and Six-Sigma and Tseng e al. (2016)
ecommend agen -based simula ions. Cowan e al. (2010) emphasise he inclusion
o LCA and he concep o he " iple bo om line" (people, plane , p o i ) as a
amewo k o e alua ing he sus ainabili y o business p ac ices.
G asso and Bu kins (2010) discuss he use o complex sys ems analysis o each
s uden s abou he in e connec edness o a ious ac o s in enginee ing p ojec s.
Ce inšek and Dolinšek (2011) p esen a compe ence amewo k which includes
speci ic compe encies ela ed o sys ems hinking. Chiou e al. (2013) discuss he
bene i s o de eloping cou ses ha speci ically add ess sys ems hinking, eaching
s uden s o analyze he inpu s and ou pu s o enginee ing sys ems, assess hei
en i onmen al impac s, and make decisions ha minimize nega i e e ec s while
maximizing sus ainabili y. Muelle e al. (2024) sugges Lea ning Fac o ies wi h
p ojec -based lea ning. Lago io and Cimini (2023) discuss he in eg a ion o digi al
wins and modula design wi hin he LF en i onmen . Joyce e al. (2013) p o ides an
example o a hands-on p ojec , o cing s uden s o hink beyond isola ed componen s
o hei designs and conside how di e en elemen s in e ac . Weiss e al. (2024) on
he o he hand, emphasize he inclusion o indus y-speci ic case s udies and Ijassi
e al. (2024) he inclusion o da abases o bes p ac ices.
Kinane e al. (2023) include eco-audi s and Pe pignan e al. (2021) ocus on
in eg a ing plane a y bounda ies in o echnological p oblem-sol ing. B own e al.
(2016) p opose a Sus ainable Sys ems Enginee ing p og amme while DuPon and
Wis ho (2015) discuss using he Design o En i onmen (DFE) p inciples. While
DFE and LCA a e simila in app oach, DFE ocuses on he ea ly design s ages,
ensu ing ha he p oduc is c ea ed wi h minimal en i onmen al impac om he
ou se , whe eas LCA ends o analyze he en i e li ecycle o he p oduc a e i has
been designed, assessing i s en i onmen al impac s e ospec i ely.
4.3 S akeholde Engagemen
Fox e al. (2009) and Weiss e al. (2024) emphasize he ole o academic ins i u ions
in os e ing ela ionships wi h ex e nal s akeholde s, sugges ing ha uni e si ies
should ac i ely seek pa ne ships ha can enhance he ele ance and impac o hei
sus ainabili y p og ams. Cowan e al. (2010) sugges inco po a ing eal-wo ld
p ojec s and case s udies in o he cu iculum. Desai and Thomassian (2009) p esen
eal-wo ld applica ions and gues lec u es om indus y p o essionals. G asso and
Bu kins (2010) discuss he impo ance o eaching s uden s o communica e
e ec i ely wi h non- echnical audiences. By lea ning o communica e clea ly and
pe suasi ely, enginee s can build us and ensu e ha hei solu ions a e
unde s ood. Ce inšek and Dolinšek (2011) ecommend skills such as communica ion
and nego ia ion and social ne wo king.
Au and and Bu le (2011) discuss indus y pa ne ships and ecommend suppo by
an indus ial ad iso y boa d. Edinba ough e al. (2014) oo, ad oca e o he
inclusion o indus y ep esen a i es in cu iculum de elopmen . The lea ning ac o y
model oo, se s a g ea example o s akeholde engagemen , wi h close collabo a ion
wi h consul an s and clien s o ailo he sus ainabili y lea ning p og ams o he
speci ic needs o isi ing o ganiza ions. (Muelle e al., 2024). DuPon and Wis ho ,
(2015) emphasise he bene i s o indus y-sponso ed p ojec s in os e ing
s akeholde engagemen . While Ijassi e al. (2024) in eg a e eal-wo ld scena ios and
ole-playing exe cises o simula e eal indus ial en i onmen s. Husanu e al. (2017)
discuss he in ol emen o indus y expe s in e alua ing caps one p ojec s and
Tseng e al. (2016) posi ha he in ol emen o indus y p o essionals in deli e ing
wo kshops and c ea ing cou ses is also e ec i e.
While Esmaelian, e al., (2018) does no explici ly emphasize s akeholde
engagemen , he ci izen science app oach inhe en ly in ol es engagemen wi h he
public, who ac as non-expe pa icipan s in he da a collec ion p ocess. Es ela
Pe al a e al. (2016), on he o he hand, indica e ha engaging wi h s akeholde s no
only includes gleaning knowledge om indus y expe s and he b oade communi y,
bu also dissemina ing sus ainable p ac ices o hem.
4.4 E hical and Social Responsibili y
Fox e al. (2009) encou age he inclusion o modules on co po a e social
esponsibili y, en i onmen al s ewa dship, and he e hics o consump ion
demons a ing a commi men o eaching s uden s abou he b oade socie al
impac s o hei p o essional decisions. Desai and Thomassian (2009) ein o ce his
e hical dimension h ough discussions on opics such as ca bon oo p in s, li ecycle
design, and c adle- o-g a e design. B own e al. (2016) include cou ses such as
public a ai s, communica ion, and beha iou al science ha ensu e s uden s a e
awa e o he socie al implica ions o hei wo k. E hical conside a ions a e cen al o
he a gumen s p esen ed by Cowan e al. (2010) highligh ing Ge many's long his o y
o sus ainable p ac ices and sugges ing ha a simila e hical commi men is needed
in global enginee ing educa ion.
In addi ion o o mal e hics educa ion, G asso and Bu kins (2010) emphasize he
impo ance o os e ing a cul u e o social esponsibili y, including p omo ing
olun ee ism, pa icipa ion in socially bene icial p ojec s, o social impac
assessmen s. Ce inšek and Dolinšek (2011) include a commi men o co po a e
social esponsibili y, an unde s anding o he d i e s and ba ie s o sus ainabili y,
and he abili y o make decisions ha e lec a commi men o sus ainabili y, as
c i ical compe encies. One o Edinba ough e al. (2014)’s p oposed compe ency
clus e s in he cu iculum is "En i onmen al E hics & Social De elopmen ," which
includes opics such as heal h and he en i onmen , sus ainable communi y
de elopmen , and he e hical implica ions o enginee ing decisions.
Agogino e al. (2008) look o inco po a e e hics and social esponsibili y h ough
p ojec -based lea ning. Muelle e al. (2024) a gue ha lea ning ac o ies mus no
only each sus ainable p ac ices bu also embody hese p inciples in hei own
ope a ions, such as using a sma building managemen ool o op imize ene gy
consump ion and implemen ing pape less p ac ices du ing wo kshops. Joyce e al.
(2013) use a g oup essay o engage s uden s wi h e hical dimensions o enginee ing.
Lago io and Cimini (2023) emphasize human-cen ic design and he social
implica ions o manu ac u ing p ocesses, e.g. human- obo collabo a ion. By aligning
p ojec s wi h he UN SDGs, cou ses inhe en ly emphasize he impo ance o e hical
conside a ions in enginee ing and inco po a ing case s udies can u he s eng hen
his (Kinane e al., 2023). Schwa zman e al. (2019) ecommend s uden s e alua ing
he heal h and en i onmen al impac s o hei p oposed solu ions, du ing p oblem-
based lea ning. Esmaelian e al. (2018) also explo e how epo ing mechanisms o
bad designs, including conside a ions o sa e y and heal h issues, highligh he
e hical esponsibili y o enginee s o c ea e sa e and e ec i e designs.
4.5 Inno a ion and Technological Ad ancemen s
Inno a ion is a key heme in he selec ed documen s, pa icula ly in ela ion o he
ole o new echnologies in d i ing sus ainabili y. Wang e al. (2021) discuss
in eg a ing eme ging echnologies in o he cu iculum o os e inno a ion. Fox e al.
(2009) sugges inclusion o he la es de elopmen s in g een echnology. By
exposing s uden s o cu ing-edge echnologies, he cu iculum encou ages hem o
hink c ea i ely abou how hese inno a ions can be applied. Desai and Thomassian
(2009) encou age c ea i e p oblem-sol ing by ha ing s uden s wo k on hands-on
p ojec s. G asso and Bu kins (2010) a gue ha holis ic enginee ing educa ion should
encou age s uden s o hink c ea i ely, emphasizing ha inno a ion is no jus abou
de eloping new p oduc s o p ocesses bu also abou inding new ways o sol e
p oblems and imp o e exis ing sys ems. Au and and Bu le (2011) discuss he use
o so wa e and ools o os e g ea e inno a ion, enabling s uden s o ocus on
p ac ical and echnology-d i en solu ions.
Ce inšek and Dolinšek (2011) p omo e skills ela ed o c ea i i y, esou ce ulness,
and he abili y o in oduce new business models and echnologies, encou aging a
o wa d-looking app oach, whe e enginee s a e no only awa e o cu en
echnologies bu a e also capable o an icipa ing u u e ends and equi emen s.
Chiou e al. (2013) de elop web-based cou ses and i ual labo a o ies ha allow
s uden s o explo e g een ene gy echnologies emo ely. Agogino e al. (2008) on
he o he hand, place a s ong emphasis on he en ep eneu ial po en ial o
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