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The coming together of a number of initiatives provided a springboard for an innovative pilot programme in education for sustainable development. For some time problem‐based learning has gathered momentum as an approach to educating professionals. More recently, there has been a burgeoning interest in inter‐disciplinary approaches to the complex societal and environmental issues that face the world as a whole. At the same time, professional engineering institutions have been reflecting on appropriate approaches to the education and development of future engineers. Building on work already undertaken by some of the authors, the Royal Academy of Engineering sponsored an inter‐disciplinary pilot programme in sustainable development for undergraduate engineers and scientists in the University of Manchester. The pilot was innovative not only in its inter‐disciplinary approach to sustainable development but also in its approach to the development of the curriculum. Inter‐disciplinary exercises were designed that enabled a contextual, active, collaborative and cumulative approach to learning. The assessment was also designed to align to the learning approach. Evaluation of the pilot programme suggests that it was well received by the students, and the post‐doctoral researchers who acted as facilitators, and also that there were gains in both understanding of the issues and also in approaches to learning.
Tomkınson et al. (Sat,) studied this question.