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Scholars and professionals committed to fostering sustainable development have urged a re‐examination of the curriculum and restructuring of research in engineering‐focused institutions of higher learning. This article will address the following themes and questions: How can multi‐ and trans‐disciplinary teaching and research coexist in a meaningful way in today's university structures? Does education relevant to sustainable development require its own protected incubating environment to survive, or will it otherwise be gobbled up and marginalized by attempting to instil it throughout the traditional curriculum? What roles can national and EU governments have in accelerating the needed changes? How can it be made safe for courageous students to take educational paths different from traditional tracks, even if technical options exist to do so? What can one learn from comparative analysis of universities in different nations and environments?
Nicholas A. Ash́ford (Wed,) studied this question.
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