Faculty Perspectives on Integrating Sustainable Development Into Engineering Education

Engineering education for sustainable development (EESD) has gained increasing attention since the early 1990s, reflecting the broader integration of sustainable development (SD) principles in education worldwide. While SD has received global support and recognition, its adoption in engineering education (termed EESD – engineering education for sustainable development) varies by country; within the United States, it also varies widely by institution. To better support the widespread, sustainable implementation of EESD, this study examines factors influencing instructors’ involvement in EESD via a U.S.-based case study. Drawing upon Lattuca and Pollard’s model of instructor decision-making in curricular change, this research characterizes the perspectives of instructors at a large public U.S. university. Using the United Nations Sustainable Development Goals (SDGs) to bound the study and operationalize SD, we explore the external, internal, and individual factors that influence engineering instructors in incorporating the SDGs into their courses. The findings reveal that all three levels of influence are present, but engagement in EESD at the case study site was driven primarily by individual factors, representing a bottom-up phenomenon with limited external and internal supports. Importantly, the findings indicate that while individuals can act as change agents in the absence of strong external and internal influences, their efforts alone may have limited sustained impact on the practice of EESD.