This study investigates the integration of Environmental, Social, and Governance (ESG) themes into a general education course through problem-based learning (PBL), aiming to cultivate sustainability-related competencies among university students. The course design combined lectures, practical tasks, and industry engagement, including carbon inventory simulations, emission assessments, and ESG case analyses. A mixed-methods approach was employed, using pre- and post-course assessments and statistical analysis via paired sample t test and Wilcoxon signed rank test, complemented by qualitative feedback. Results revealed statistically significant improvements in the Innovation and Communication Aspects, while other areas, such as Continued Learning and Problem Solving, showed positive trends without reaching significance. Student feedback supported these findings, indicating increased ESG awareness, greater motivation, and a deeper connection between sustainability and professional growth. The findings suggest that PBL, when centered on ESG topics, can effectively foster key competencies and enhance student engagement. Future course iterations may further benefit from extending project duration, incorporating advanced data tools, and enhancing interdisciplinary collaboration.
Chien et al. (Fri,) studied this question.