Abstract This research examines designing and implementing tasks that integrate mathematical modeling and sustainability in a linear algebra course for engineering students. The study aims to identify students' progress in developing mathematical modeling sub-competencies while solving these tasks and detect their difficulties. The theoretical approaches are mathematical modeling competency and sustainable development goals. The methodology used was design-based research. In the preparation phase, three tasks were designed based on these approaches. First-year engineering students taking linear algebra and those who had previously studied matrices and systems of linear equations participated in the teaching experiment phase. These students worked in groups of 3-4 members to solve the designed tasks. The results reveal student progress in four sub-competencies: simplification, mathematization, mathematical work, and interpretation. The main difficulties include understanding the problem statement, identifying applicable mathematics, and interpreting results in the real context. This study suggests that implementing these types of tasks improves the understanding of mathematical concepts and develops essential competencies for future engineers.
B et al. (Mon,) studied this question.