A Multidisciplinary, Collaborative Approach to Education for Sustainable Development Within the Discipline of Architectural Engineering

Abstract

The practical and skills-focused learning emphasized across STEM education tends to overlook the importance of connectivity and engagement with community stakeholders—this is problematic given these relationships are at the core of sustainable development. STEM education is crucial for advancing sustainability mindsets, yet its focus is often exclusively on only two of the three pillars: economic and environmental. There is a pressing need to raise awareness and expand STEM education to comprehensively address the third pillar, social sustainability. This inquiry-based case study responds to this sustainability deficit, paying particular attention to how education for sustainable development (ESD) can be bolstered within existing coursework and programmes. A primary aim of this research is to identify student knowledge gaps in social, community-focused sustainability knowledge. Qualitative, multidisciplinary analysis of student experiences offers insight into identifying best practices in the development of comprehensive and replicable ESD curricula that emphasizes social consciousness and accountability, ultimately preparing students to be effective practitioners in their STEM fields. Rather than a comprehensive report of data, this article serves as a call to action for other STEM programmes to integrate ESD-centred learning, promoting a holistic educational experience that fosters sustainable development and community well-being.