Proposing a model for assessing the maturity of engineering education for sustainable development: a delphi-based approach and application

Engineers’ decisions can have significant impacts on society and the environment. In this sense, engineering undergraduate courses must prepare their students to work towards sustainable development. Considering the relevance and complexity of engineering education for sustainable development (EESD), models for assessing the maturity of this insertion can be of great importance for implementing and improving this insertion. In this sense, this paper develops a model for assessing the maturity level of EESD. The Delphi method was employed for this purpose, reaching a consensus in the third round. The improved, validated model was subsequently applied to evaluate 29 engineering programs. The proposed model delineates six maturity levels for assessment. The model can be used by coordinators of engineering courses to assess their current stage and plan improvements towards EESD. The model proposed can be used as a comprehensive guide for advancing sustainability integration, as it offers a structured approach to curriculum development, targeted faculty training, and cohesive strategies for interconnected elements. Policymakers can craft evidence-based policies fostering responsiveness, supporting diverse sustainability dimensions, and encouraging institutions to innovate. The results can also guide research on how to tailor sustainability integration in engineering programs.