New Perspectives in Science Education
Sustainability Education and Approaches in Erasmus BIP Projects for Engineering Specialities
Olga Ovtsarenko, Centre for Sciences, TTK UAS (Estonia)
Tarvo Mill, Institute of Civil Engineering, TTK UAS (Estonia)
Abstract
Sustainability has become a core principle in engineering education, reflecting the growing need for professionals to address complex environmental, economic, and social challenges. At the same time, international collaborative learning formats offer valuable opportunities to integrate sustainability-related competencies into higher education curricula. This article examines the role of sustainability education within Erasmus+ Blended Intensive Programs (BIP) for engineering specialties and explores the pedagogical approaches used to promote sustainable thinking among students.
The study analyses how selected Erasmus BIP projects integrate sustainability concepts into engineering projects involving students from different European higher education institutions.
The findings indicate that Erasmus BIP projects provide an effective framework for embedding sustainability into engineering education. Through collaborative problem-solving activities, real-world case studies, and challenge-based learning, students gain practical experience in addressing sustainability-related issues while working in multicultural teams. The blended format supports flexibility, broad participation, and the exchange of diverse perspectives, enabling students to understand sustainability challenges from both local and global viewpoints. Furthermore, integrating digital tools and interactive learning methods enhances student engagement and promotes innovative approaches to sustainable engineering solutions.
The Erasmus BIPs represent a valuable educational model for advancing sustainability competencies in engineering programs. By combining international cooperation, interdisciplinary learning, and practical project work, these initiatives prepare future engineers to support sustainable development and address global challenges.
Keywords: sustainability education, Erasmus+ BIP, engineering education
REFERENCES
[1] Bork, D., David, I., España, S., Guizzardi, G., Proper, H. A., & Reinhartz-Berger, I. (2024). The Role of Modeling in the Analysis and Design of Sustainable Systems: A Panel Report. Communications of the Association for Information Systems. https://doi.org/10.17705/1CAIS.044XX
[2] Sabri, O. K. (2025). Rethinking Sustainability in Engineering Education: A Call for Systemic Change. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1587430
[3] Jung, D., Quernheim, N., Zafar, A. N., & Schleich, B. (2025). Teaching Sustainability in Higher Engineering Education: A Structured Approach to Sustainable Product Development. Proceedings of the Design Society, ICED25. https://doi.org/10.1017/pds.2025.10314
[4] d'Escoffier, L. N., Guerra, A., & Braga, M. (2024). Problem-Based Learning and Engineering Education for Sustainability: Where We Are and Where Could We Go? Journal of Problem Based Learning in Higher Education, 12(1), 18-45. https://doi.org/10.54337/ojs.jpblhe.v12i1.7799
