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Natural hazards foster the need for resilience in the built environment, but resilient structures must not interfere with sustainability. The potential trade-offs are increasingly being investigated using performance-based assessments combined with life cycle assessments (LCA) to translate probable building or bridge damage into environmental losses. Leveraging 102 publications intersecting sustainability and resilience in the built environment, this review sheds light on the current methodological challenges and opportunities for integrating natural hazard-induced damage with environmental losses in the built environment. The reviewed literature primarily focused on buildings exposed to seismic hazards, deriving their losses using the best-known LCA mode, attributional LCA. Building and bridge frameworks showed notable methodological distinctions, along with a near absence of consideration of the interactions between climate change and natural hazards or structural vulnerabilities. Based on the findings, 22 opportunities for future research were synthesized. Future research should seek to better assess the total life cycle sustainability of resilient structures by exploring advanced modes of LCA, widening the scope of their assessments, and better integrating uncertainty and sensitivity. Achieving a more sustainable and resilient built environment also requires upcoming research to investigate the practicalities of aligning modeling frameworks, tools, data, and case studies. Addressing these research gaps will assist in anticipating how the built environment can be adapted and shaped to positively contribute to a resilient and sustainable future. [Display omitted] • Shows opportunities to improve measuring sustainability in structural engineering. • Reviews crossings of life cycle assessment with structural performance assessment. • Identifies methodological and practical challenges in tackling the research gaps. [ABSTRACT FROM AUTHOR]

A teaching approach of programming experiment courses with a new education process is proposed in this study to improve the sustainability of engineering education and extend the accessibility of lab experiments across experiment courses, with the goal of encouraging innovative and scientific thinking among students. The Millikan Oil-Drop experiment combined with Java object-oriented programming is demonstrated as a case study to validate the feasibility and advantages of this teaching approach. The new education process of the experiment course is designed based on Jean Piaget's cognitive development theory, which has high practical potential for popularization among tertiary institutions without additional cost. Additionally, this work discussed the relevance of the general criterion of the Accreditation Board for Engineering and Technology on student outcomes to educational accreditation, further indicating that introducing programming into experiment education can improve students' all-round ability and strengthen the triangular relationship among the three main subjects in tertiary education, namely, students, faculty, and higher educational institutions. This study may serve as an educational guide for teachers and tertiary institutions to pursue innovative and sustainable education. [Display omitted] • Introducing programming to course can enhance sustainability for education. • Programming can help students facilitate the data-processing of experiments. • Introducing programming can better ignite students' interest in the course. • The innovation-oriented approach can help improve the teaching quality. • The approach can make for clean production and sustainable development. [ABSTRACT FROM AUTHOR]

Backfilling, a widely used technology for green and sustainable underground practice, is an environmentally sustainable engineering approach. This study comprehensively investigates the mechanical properties and microstructural characteristics of backfills maintained underground for three years to avoid overburden failure, considering the static and dynamic mechanical characteristics, creep characteristics, permeability, and microporous structures under dry, natural, and saturated states. The experimental results indicate that the backfill can maintain a high residual stress after peak stress with a very low permeability under triaxial compression. The strength of backfill worked three years under dry, saturated and natural states show a slight difference, indicating a slight water effect on the long-term backfill. The triaxial compression strength of the backfill is greater than the value of stresses in the goaf of panel, indicating that the backfill strength has been achieved an standard value that can support the surrounding rock mass and maintain the stability of themselves in a long term. The porous structure of the backfill show a micro basis for the macro mechanical properties. All the results show that backfills possess the low permeability, strong strength, stable microstructure characteristics under complex environment and indicating an improving function and strength in supporting the surrounding rock mass and maintaining the stability themselves. The findings indicate that the backfills can serve as a useful reference for the control mechanism, waterproof effect, and safety evaluation of the backfill on the deformation of the surrounding rock mass underground. Furthermore, the successful applications show a good verification, indicating a significant practical application in other coal mines with the similar engineering geological conditions, which also contribute to other underground practice. [Display omitted] • The backfill underground can maintain a high residual stress after peak stress. • The saturated backfill has poor resistance to cyclic deformation. • The creep deformation is characterized by 3 stages. • The porous structure reduces the permeability of the backfill. • The network structure makes the pore structure more stable. [ABSTRACT FROM AUTHOR]

The engineering profession has been highlighted in the context of a growing need for professionals capable of addressing the pressing challenges of sustainability. The purpose of this study is to present innovative experiences in engineering education for sustainable development in Brazil. This research was conducted in three stages: first, innovative initiatives were mapped through document research, literature review, grey literature, and the press; second, 37 academics who created and/or participated in these initiatives were interviewed, including professors, program coordinators, department heads, engineering school directors, and university chancellors; and third, the initiatives were analyzed and discussed with a team of specialists. The initiatives can be categorized into two types: innovative actions, projects, and structures (i.e., isolated actions, institutional projects, and institutional structure) and engineering programs with innovative characteristics (i.e., innovative curricula and pedagogical approaches, and new organizational paradigms to support engineering schools). Key characteristics, conceptual foundations, examples, and contributions to the sustainable development goals are discussed for each type of initiative. Emerging topics related to engineering education for sustainable development were identified and related to real cases. A shift towards a sustainability paradigm in engineering education is dependent on university top management commitment and can be accelerated by integrating initiatives at multiple levels of the university system. [Display omitted] • Innovative EESD initiatives in Brazilian universities are mapped. • Interviewees held key positions in the main Brazilian engineering schools. • Contributions from EESD initiatives to achieve SDGs are discussed. • Emerging EESD-related topics are identified and linked to real cases. • A systems perspective on innovative EESD initiatives is presented. [ABSTRACT FROM AUTHOR]