We present the design and evaluation of a simulation-based learning approach implemented in a second-year chemical engineering module, integrating Aspen HYSYS with a methanol production case study to embed sustainability and develop student awareness of the United Nations Sustainable Development Goals (SDGs). Through process simulation, we enable students to model complete flowsheets, explore scenario-based analyses, and evaluate sustainability-driven process modifications. Within a structured mini-design project involving reaction and separation systems, we require students to analyse mass and energy balances, optimise process performance, and evaluate trade-offs between efficiency and sustainability. We also ask students to identify and justify relevant SDGs within their designs. Our analysis of student outputs shows improved ability to link engineering decisions with sustainability objectives, enhanced energy-focused reasoning, and stronger systems-level thinking. Overall, the results highlight the effectiveness of simulation-based learning in integrating technical competence with sustainability literacy in undergraduate chemical engineering education. • Activity-based process simulation is utilised to raise students’ understanding on SDG. • For the first time, Level of Understanding (LUS) score is proposed and employed to capture students’ comprehension • Process simulation is effective to promote students’ learning on sustainability • Activity based on process simulation support the development of both technical competence and sustainability awareness • This study provides exemplary activity on application of digital approach raise students’ familiarity on sustainability
Hafyan et al. (Fri,) studied this question.