P ac ice Pape
Recommended ci a ion: Ca ell, J. (2025). In eg a ing Educa ion o Sus ainable
De elopmen in o he Mechanical Enginee ing Cu iculum. 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.17631556.
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.
INTEGRATING EDUCATION FOR SUSTAINABLE DEVELOPMENT
INTO THE MECHANICAL ENGINEERING CURRICULUM
J Ca ell
1
The Uni e si y o She ield, She ield, Uni ed Kingdom, h ps://o cid.o g/0000-0002-
4459-1346
Con e ence Key A eas: Sus ainabili y and socie y in enginee ing, Cu iculum
de elopmen
Keywo ds: Cu iculum de elopmen , Educa ion o Sus ainable De elopmen
ABSTRACT
This pape looks a in eg a ing educa ion o sus ainable de elopmen (ESD) in o he
Mechanical Enginee ing cu iculum.
A o al o nea ly 200 s uden s we e su eyed o ob ain hei iews on in eg a ing
sus ainabili y in o he cu iculum. Key membe s o s a we e in e iewed. Using
hema ic analysis, ex esponses we e coded. The hemes ha eme ged om his
we e: opics o in oduce, conce ns ha in eg a ing sus ainabili y in o he cu iculum
would inc ease wo kload, and a lack o unde s anding o he subjec .
The e a e h ee ways o in eg a e ESD in o he cu iculum discussed in his wo k: in
design modules, in e wined in o e e y module, o as s and-alone
modules. In eg a ing ESD in o design modules is he easies and quickes o deli e
e ec i ely. In his pape , addi ional lea ning ou comes a e de ailed, as well as
ecommenda ions o a sus ainabili y cu iculum e ically in eg a ed h ough he
p og amme. Key opics o in e es we e p oposed by s uden s, co e ing a eas such
as li e cycle assessmen s, he social cons uc o echnology, social sus ainabili y,
ad oca ing o sus ainable solu ions in he wo kplace and sus ainable ca ee s
ad ice.
1
Co esponding Au ho
J Ca ell
j.ca ell@she ield.ac.uk
1 INTRODUCTION
The need o c ea e a mo e sus ainable wo ld is becoming mo e u gen as scien is s
p edic ha we a e heading owa ds ca as ophic clima e change. Enginee s a e a
he hea o his ac ion. The Wo ld Economic Fo um sugges ha clima e change
adap a ion will be he hi d-la ges con ibu o o g ow h in global jobs by 2030.
En i onmen al and enewable ene gy enginee s a e one o he op 15 as es -
g owing jobs (Wo ld Economic Fo um, 2025). The e o e, enginee s o he u u e
mus be well-educa ed in sus ainabili y so ha hey can be pa o he solu ion a he
han he p oblem. Longi udinal esea ch also shows ha s uden s who ook modules
wi h an ESD (educa ion o sus ainable de elopmen ) ocus de eloped an inc eased
willingness o pa icipa e in sol ing socie al and en i onmen al p oblems and we e
be e change agen s (Rowe, 2002). This is he ul ima e goal o ESD, he goal o
acc edi ing bodies, and he desi e o he many highe educa ion s uden s.
The Facul y o Enginee ing has an es ablished s uc u e o sus ainabili y
managemen and accoun abili y, bo n om he uni e si y’s sus ainabili y s a egy.
The Uni e si y’s Sus ainabili y s a egy (The Un ie si y o She ield, 2020) shows he
uni e si y's commi men o ESD, i does no show p og ammes how o implemen
his. The e a e aspec s o ESD in he cu iculum, bu his has no been designed a
p og amme le el. The e is s ill an oppo uni y o de elop an ESD cu iculum
in eg a ed in o he Mechanical Enginee ing p og amme. To de elop such a
cu iculum, key skills o ESD and opics o co e need o be iden i ied, and he mos
sui able placemen wi hin he p og amme. Li e a u e on he subjec o in eg a ing
ESD in mechanical enginee ing is limi ed, he e ha e been some good sugges ions
o opics o each (Abd-Elwahed & Al-Bahi, 2021, Hadjambe die , 2004, Vinodh &
Ag awal, 2019). Much o he li e a u e wi h an enginee ing ocus is ela i ely old, o
om he poin o iew o senio managemen a he han a he cu iculum
implemen a ion le el.
Acc edi ing bodies, such as he Ins i u e o Mechanical Enginee s, who ollow he
Enginee ing Council S anda ds and Guidance, Acc edi a ion o Highe Educa ion
P og ammes, cu en ly in edi ion ou (Enginee ing Council , 2020), a e impo an o
conside as hey ha e iden i ied key c i e ia s uden s equi e and associa ed lea ning
ou comes. Wi h c i e ia such as ‘The Enginee and Socie y’; he lea ning ou comes in
his ha a e ele an include sus ainabili y and e hics, as well as isk, secu i y,
equali y, di e si y and inclusion. The la e a e pa icula ly ele an when conside ing
social sus ainabili y, an a ea o sus ainabili y o en o e looked in enginee ing
(Lozano, Ba ei o-Gen, Lozano, & Sammalis o , 2019, Thü e , Tomaše ić ,
S e enson, Qu, & Huisingh, 2018, Ma inez-Ma oquin, Senadji, Male, & Wood,
2024), whe e he ocus is mo e on he echnology, po en ially a he expense o good
design. Enginee s isk o e looking he social implica ions and needs o wha hey a e
designing. The e a e many examples o design ha has no conside ed i use s
p ope ly, whe he i is sexis ca sa e y and acis soap dispense s o a ocus on one
social g oup slowing he de elopmen de elop echnologies, such as wi h bicycles.
The Wo ld Economic Fo um Fu u e Skills Repo analyses he job ma ke ’s e ol ing
skills equi emen s, and hese skills link well wi h ESD. I lis s analy ical hinking as
he op skill equi ed, a co e skill de eloped by enginee ing deg ee p og ammes by
de aul . Resilience, lexibili y and agili y; leade ship and social in luence; c ea i e
hinking; mo i a ion and sel -awa eness, comple e he op i e skills employe s hink
hei wo k o ce needs. Lozano e al. (Lozano, Ba ei o-Gen, Lozano, & Sammalis o ,
2019), Wiek e al. (Wiek, Wi hycombe, & Redman, 2011) and D’Esco ie e al.
(D'Esco ie , Jiang, Gue a, Valde ama Pineda, & Abou-Hay , 2024) looked
speci ically a skills needed o ESD. Lozano e al. de ailed 12, 8 o hose el mos
ele an a e lis ed in Table 1. An a emp has been made o align he skills om he
h ee se s o wo k ac oss ows. The e is ag eemen wi h key skills in in e disciplina y
wo k, collabo a ion and sys ems hinking, hese could be seen as he basis o ESD
and align wi h he WEF op skills o analy ical hinking and social in luence.
Table 1. Skills Needed o ESD
Lozano e al.
Wiek e al.
d’Esco ie e al.
C i ical hinking and
analysis
Sys ems hinking
Sys emic
hinking
In e disciplina y wo k
Collabo a i e and pa icipa o y p oblem
sol ing
In e disciplina i y
Empa hy and change o
pe spec i e
S akeholde collabo a ion
Collabo a ion
Jus ice, esponsibili y
and e hics
No ma i e (abili y o assess, speci y,
econcile, and nego ia e sus ainabili y
alues)
S a egic ac ion
S a egic
An icipa o y hinking
An icipa o y ( u u e hinking)
Tole ance o ambigui y
and unce ain y
Supply chain and LCA
Conside ing he collabo a i e na u e o he skills needed o ESD, p ojec -based
g oup wo k is an app op ia e se ing o de elop hese. The e a e se e al app oaches
o in eg a ing ESD discussed in li e a u e; Rowe (Rowe, 2002) p oposed ha ing a
leas one in-dep h module on he en i onmen and a module ha ocuses on social
esponsibili y. Ano he is in eg a ing sus ainabili y ac oss he cu icula, as Pee e al.
(Pee , Mulde , & Bijma, 2004) p oposed and implemen ed a Del , alongside some
basic sus ainable de elopmen cou ses o ensu e all a eas o sus ainabili y a e
co e ed. This op ion would lead o a obus ESD cu iculum, bu ob ious ba ie s a e
ela ed o lec u e buy-in, subjec knowledge, con idence and wo kload conce ns.
Taking he in eg a ed app oach, each subjec would demand a sligh ly di e en ake
on ESD, depending on whe he he module is echnology d i en (such as
he modynamics) o socie y d i en (design). This could be conside ed he gold
s anda d o ESD, wi h maximum impac on s uden lea ning, bu also ime-
consuming o academics, who a e al eady eeling he p essu e in an age o high
wo kloads.
Thȕ e e al. (Thü e , Tomaše ić , S e enson, Qu, & Huisingh, 2018) and Fini e al.
(Fini, Awadallah, Pa as , & Abu-Lebdeh, 2018) ound ha p ojec -based lea ning
(PBL) was he mos popula and e ec i e me hod o eaching ESD. Pa icula ly o
de eloping highe o de skills, as de ailed in Table 1, such as c i ical, sys em and
an icipa o y hinking. One sho all o PBL aised is ha i can c ea e issues wi h he
e alua ion o indi idual lea ning accomplishmen s. The e may be alue in adding in
some indi idual assessmen in o an ESD cu iculum. Design modules o e he
pe ec oppo uni y o ESD because hey a e based on PBL bu also allow some
academic eedom o s uden s, which means he e is an oppo uni y o hem o
achie e hese highe -le el skills and go abo e and beyond ia hei own mo i a ion
o lea n. The lexibili y in p ojec s can also be an oppo uni y o inclusion, as he e is
po en ial o ailo design speci ica ions o speci ic g oups o people and needs. The
eal ques ion hen becomes, how do you ensu e ha ESD is no jus a ’bol -on’ o
p ojec s o a disjoin ed a e hough ? ESD mus be planned om a p og amme le el,
wi h a spi al cu iculum, building on he p e ious yea ’s ESD knowledge.
The e is a clea need o a mo e in eg a ed ESD in he cu iculum in Mechanical
Enginee ing. The e is a desi e om many s akeholde s, he uni e si y, s uden s and
p o essional bodies. The e a e wo main app oaches o conside : in eg a ing ESD
wi hin he design heme h ough all deg ee yea s o in eg a ing in all modules. The e
a e esou ces a ailable o sugges ions o opics o include in he enginee ing ESD
cu iculum, bu he e is a lack o de ails o he cu iculum s uc u e. This pape
p esen s a cu iculum de eloped based on li e a u e, subjec knowledge and s uden
and s a eedback.
2 METHODOLOGY
A sho su ey was de eloped o unde s and s uden s’ iews on ESD. The su ey
consis ed o ou yes/no ques ions, in en ionally no gi ing he op ion o ‘don’ know’,
as an example, o elici a dis inc answe . Fi e ex ques ions we e also included,
aimed a b inging quali a i e insigh s om s uden s o gain a deepe unde s anding
o hei opinions ha could no be cap u ed wi h closed ques ions. The su ey was
sen o 891 s uden s, o which 182 comple ed i , gi ing a 20% esponse a e.
S uden s om all 5 yea s o he deg ee p og amme we e su eyed, om he
ounda ion yea o 4 h yea (in eg a ed mas e s).
The quali a i e da a was analysed using hema ic analysis o gene a e codes and
hemes. A gene al limi a ion o his da a collec ion me hod is ha i was olun a y;
hose mo i a ed o comple e he su ey a e mo e likely o ha e s ong opinions,
posi i e o nega i e, abou he subjec , so he e may be subjec i i y in he da a.
Key s a membe s we e in e iewed, including he p og amme lead o Mechanical
Enginee ing and s a deli e ing he design and p o essional skills s eam. The
in e iew o ma was in o mal and cen ed a ound he easibili y o he ideas
p oposed in Sec ion 3.
3 RESULTS AND INSIGHTS
The i s h ee ques ions o he su ey ela ed o mo i a ion o lea n, inspi ed by
Race’s wo k (Race, 2019). Ac oss all yea s, 92% el i was impo an o lea n abou
sus ainabili y in he con ex o hei design p ojec s. On a e age, ac oss all yea s,
69% wan ed o lea n mo e and 78% enjoyed lea ning abou sus ainabili y. In ex
commen s, a heme eme ged ela ed o conce ns abou in oducing mo e ESD o he
cu iculum. The e we e conce ns abou wo kloads, he wo k al eady being
challenging and di icul y ge ing good designs wi hou sus ainable conside a ion.
S uden s clea ly unde s and ha lea ning abou sus ainabili y is impo an ; his ies in
wi h wha is known abou his gene a ion o s uden s, being mo e in o med and
engaged han p e ious gene a ions (Iqbal, 2020). Wha is unexpec ed is a lowe
desi e o lea n mo e abou sus ainabili y, and conside ed in he con ex o he heme
om ex commen s, i becomes clea ha his is linked o conce ns a ound
wo kload. Mechanical Enginee ing s uden s ha e some o he highes eaching
con ac hou s a he uni e si y, so his conce n is c edible. The e is li le space o add
signi ican addi ional con en , exis ing eaching is closely aligned o lea ning
ou comes se by acc edi ing bodies. I is impo an o design he sus ainabili y
cu iculum o complemen exis ing lea ning a he han add an addi ional
bu den. S uden s we e asked whe e hey would like o see ESD added, 38% wan ed
sus ainabili y in e wined in e e y module, 29% in design p ojec s, 16% as s and-
alone modules, and 17% did no wan mo e ESD added. In e wining sus ainabili y
in o e e y module is he ‘gold s anda d’ as discussed in Sec ion 2. I should be he
ul ima e goal. A good s a ing poin and a quicke way o implemen e ec i e ESD, is
o s a wi h design p ojec s, and he e is a consensus ha PBL suppo s he
de elopmen o he skills equi ed ESD, as discussed Sec ion 1. Feedback om key
s a membe s echoed hese sen imen s, hey also sugges ed i would be good o ge
ESD igh in he design s eam i s .
Social aspec s o enginee ing a e o en o e looked in eaching, wi h mo e ocus on
echnical solu ions, as discussed in Sec ion 1. When asked, 96% o s uden s hough
social sus ainabili y was impo an o enginee s o lea n abou and conside in hei
design p ojec s. F ee ex commen s showed a lack o unde s anding o wha social
sus ainabili y means, wi h a signi ican p opo ion s a ing hey didn’ know wha his
mean . This o med he heme o ‘lack o unde s anding’. O he commen s om
s uden s alked abou mo al esponsibili y, impac on socie y and inclusi i y
imp o ing ou comes. Some s uden s ha e a be e unde s anding o his han
o he s.
When asked i he e could be any nega i e consequences linked o sus ainabili y and
e hics om hei design p ojec s, esponses showed a a ied unde s anding o his.
Many ocused on adi ional sus ainabili y opics (ma e ials use, anspo , end o li e
e c), lack o sus ainabili y in enginee ing educa ion (was e ul p o o yping o labs o
example) o s a e he e we e no e hical conce ns. The la e shows s uden s canno
link hei knowledge o e hics (co e ed in Y1) o p ac ical enginee ing p ojec s. This
highligh s ha he e is an oppo uni y o de elop a mo e s uc u ed educa ion a ound
he social impac o enginee ing and e hics beyond wha is al eady augh .
S uden s we e asked abou he sus ainabili y opics hey wan ed o lea n abou . Table
2 de ails hese opics. On he le , a e opics mos associa ed wi h echnological
skills, and on he igh , opics ela ed o social, inancial, e hics and p o essional
skills. Many o he echnical opics a e co e ed in he deg ee, pa icula ly in he inal
yea , wi h modules such as Ad anced Ene gy and Powe and Sus ainable Ma e ials
Manu ac u ing, which s uden s may no be awa e o . A eas he deg ee does no
co e as well, om a echnology pe spec i e, a e he sus ainable design p ocess
and li e cycle assessmen s. Topics ela ed o social, inancial, e hics and
p o essional sus ainabili y need o be be e inco po a ed, wi h an oppo uni y o link
wi h he well-es ablished p o essional skills amewo k.
Table 2, Topics s uden s wan o lea n abou
Technological
Sus ainabili y
Social, Financial, E hics and P o essional
Sus ainabili y
Sus ainable Manu ac u ing,
Eco Audi s.
Ene gy and Ne Ze o.
Ca bon Reduc ion and
Cap u e.
Ma e ial and Li e Cycles O .
T anspo .
Sus ainable Design P ocess.
Social Aspec s.
Financial Sus ainabili y.
Sus ainable Jobs, Placemen s, and Gues Lec u es.
E hics O De ence.
A cu iculum plan has been de eloped o in eg a ing ESD in o he Mechanical
Enginee ing p og ammes in he design s eam, based on li e a u e, s uden and s a
eedback. The e a e wo pa s o his; new lea ning objec i es added o design
s eam, and a sus ainabili y cu iculum. Table 3 shows he lea ning objec i es o be
implemen ed so ha ESD is assessed e e y semes e . Bloom's axonomy le els a e
indica ed a he op o each box, he le els inc ease o ‘spi al’ each semes e , wi h
epe i ion o some le els o ein o ce skills. No ma i e skills a e de eloped,
addi ionally o collabo a ion ( h ough PBL) and sys ems hinking. S uden s comple e
a disse a ion p ojec in hei inal yea (o inal semes e o BEng). A e discussion
wi h colleagues, he o e whelming majo i y el ha adding a lea ning objec i e
ela ed o sus ainabili y would no be easible o ai o implemen . This is because o
he b oad ange o p ojec s co e ed, meaning some s uden s would be be e able o
demons a e an unde s anding o sus ainabili y han o he s.
Y1 and Y2 a e design and build design p ojec s, in eg a ing he enginee ing science
co e ed in hose yea s. S uden s will be able o calcula e he ca bon oo p in o hei
p o o ypes as well, as a pa allel p ojec is looking a gi ing ca bon emission de ails
o all ma e ials a ailable in he s uden make space. In semes e one, s uden s will
be assessed in s age ga e p esen a ions. In semes e wo o bo h yea s, s uden s
do an indi idual e lec ion, o assess indi idual s uden s on hei unde s anding. In
Y3, semes e one’s design p ojec is p edomina ely a desk op design exe cise, wi h
mos o he design de ailed in a inal epo , which will now include an aspec on
sus ainabili y. In he second semes e , he e a e app oxima ely 20 indus ial
collabo a ion p ojec s ha s uden s wo k on, p ojec a e e y a ied bu a e design-
based. A lea ning objec i e o co e his wide ange o p ojec s has been included. A
ange o ques ions ela ed o sus ainabili y will be gi en, and s uden s will answe he
mos ele an one o hei p ojec . Ques ions such as ‘Wha pa o he design has
he highes en i onmen al impac and how could his be educed?’, ‘How could you
change he design o design o disassembly?’ o o p ojec s wi h less clea links o
sus ainabili y; ‘I 's di icul o assess sus ainabili y di ec ly om you p ojec , how
does he wide indus y you p ojec si s in add ess sus ainabili y.’ An icipa o y skills
a e no add essed well in his cu iculum and a e an a ea o u u e wo k.
Table 3 – Lea ning objec i es, Blooms and Assessmen s
Semes e 1
Semes e 2
Y1
S1 Reaching
aid
S2 Wa e
bo le ocke
Unde s and and apply
E alua e he en i onmen al
impac o ma e ials and he
a e ac 's whole li e cycle
Apply and Analyse
Iden i y and c i ically e alua e he
key sus ainabili y issues wi h hei
design (in e ms o ma e ials,
ene gy usage, CO2 oo p in , end-
o -li e managemen e c). Desc ibe
how he design could be modi ied
o o e come some o hese
issues.
Y2
E-Bike
Unde s and, analyse and
e alua e
Iden i y how, a he design
s age, changes could be
made o a design o educe
li e cycle emissions o he
a e ac
Analyse and e alua e
De e mine he social g oups who
will use he a e ac and e lec on
how hey in luence he design
Y3
S1
Amusemen
a ac ion
S2 Indus ial
collabo a ion
Analyse, e alua e, and
c ea e
P oduce a sus ainabili y
audi o he design and
sugges adap ions o
imp o e social and
en i onmen al sus ainabili y
E alua e and c ea e
Re lec on he design and p opose
how i would change conside ing
sus ainabili y
Table 4 de ails he sus ainabili y cu iculum, which will consis o wo kshops ha un
wi hin he design and p o essional skills s eam and help s uden s mee he lea ning
objec i es ou lined in Table 3. The i s yea builds on an exis ing wo kshop on e hics,
de eloping jus ice, esponsibili y and e hics skills (Sec ion 1, Table 1), and will also
include a gene al o e iew o sus ainabili y and measu ing sus ainabili y using he
Eco Audi ool in Ansys Edupack. Yea wo builds on his by looking in o sus ainable
design p ocesses in mo e de ail, looking a how o conside sus ainabili y igh om
concep gene a ion o ac oss he whole li e cycle wi h c adle- o-c adle design. The
second semes e in oduces he opic o social sus ainabili y and he social cons uc
o echnology. The aim is o ge s uden s o hink abou he wide ange o social
g oups who will in e ac wi h he a e ac s hey design and how o design o hese
social g oups. Yea 3 ocuses on gues lec u e s alking abou hei expe iences and
sha ing examples o sus ainabili y in p ac ice. Finally, in yea 4, he cu iculum links
wi h he p o essional skills module ‘P epa a ion o P ac ice’, a compulso y module
aimed a suppo ing s uden s' p o essional de elopmen . S uden s ha e exp essed a
desi e o unde s and how o ind ‘g een’ and ‘e hical’ jobs, and an op ional wo kshop
will suppo s uden s in e es ed in his. The inal wo kshop is on equali y, di e si y
and inclusion (EDI) in enginee ing. A opic s uden s look a in he i s yea wi h he
Royal Academy o Enginee ing’s Di e si y Impac p og amme (The Uni e si y o
She ield, 2021). This wo kshop aims o p epa e hem o he wo kplace, ha ing a
ocus on he speci ic issues in enginee ing (lack o di e si y and he impac o his),
ec ui men p ocesses, allyship and posi i e ac ion. Pa o he inspi a ion o his
wo kshop s ems om s uden s saying hey do no know how o ad oca e o
sus ainabili y in he wo kplace, which is co e ed wi h posi i e ac ion. As his links
well wi h EDI issues, i is i ing o co e hese opics oge he . The sus ainabili y
cu iculum is ans e able no only o o he mechanical enginee ing p og ammes bu
o any subjec wi h mino adjus men s o con en .
Table 4 Sus ainabili y Cu iculum
Semes e One
Semes e Two
Y1
E hics and sus ainabili y wo kshop
Measu ing sus ainabili y wo kshop
sus ainable design
Y2
Sus ainable design p ocess, in o
o ci cula /c adle- o-c adle design
SCOT and bike example, social use s o
sus ainabili y, how do enginee s
in luence social sus ainabili y
Y3
Re isi Li e Cycle Assessmen s
and gues lec u e o inc.
sus ainabili y
Gues lec u e o inc. sus ainabili y
Y4
O e iew o e hical, sus ainable
jobs.
EDI and he wo kplace, emo ing bias
om ec ui men and p omo ions,
allyship, and posi i e ac ion.
4 CONCLUSIONS AND IMPLICATIONS
The e is a lack o li e a u e on in eg a ing ESD in o mechanical enginee ing
cu iculums. While in eg a ing sus ainabili y in o e e y module should be he ul ima e
goal o enginee ing educa o s, a quick and impac ul way o s a is h ough design
p ojec s. This wo k p esen s an easy o implemen e ically planned sus ainabili y
cu iculum wi h examples o lea ning ou comes linked o design p ojec s, which a e
easy o adap o a ange o di e en ypes o enginee ing design p ojec s. The
cu iculum was de eloped based on s uden and s a eedback. Key hemes
eme ging om su eying s uden s we e opics o in oduce, conce ns abou
in oducing mo e ESD o he cu iculum, and a lack o unde s anding o he subjec .
These ha e been add essed by in oducing new wo kshops in key a eas o li e cycle
assessmen s, he social cons uc o echnology, social sus ainabili y, ad oca ing o
sus ainable solu ions in he wo kplace and sus ainable ca ee s ad ice. The
cu iculum will be implemen ed, and i s success will be e iewed by su eying
s uden s and s a a he end o he academic yea . Fu u e plans will also look o
in eg a e sus ainabili y in o some key modules whe e s a a e keen o do his.
