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The purpose of this paper is to research the ways of integrating sustainable development into study programs of engineering faculties in an international context, as well as to analyse the current state of engineering education for sustainable development at the universities of the Republic of Serbia. Therefore, a desktop research, as well as an analysis of the engineering education curricula, have been conducted. The results of the research indicated to two possible approaches to the integration of sustainable development into the engineering curricula – in the form of special subjects dedicated to the problems of sustainable development in the engineering, or as an integrative approach which implies that sustainable development becomes an integral part of the entire curriculum. Subjects dedicated to sustainable development have been identified at all universities, but not at all faculties where engineers are educated in the Republic of Serbia, they are present at all levels of study (undergraduate, master, doctoral), as well as within applied, integrated and specialist studies, and by status they are most often elective. The results confirm that the engineering curricula open up towards the questions of sustainable development both in international context, and in higher education of the Republic of Serbia and as such, they can serve to the relevant ministries of education and science, universities and engineering faculties as a recommendation in which way to plan and design higher education of engineers in the future in order to provide overall support in the integration of sustainability into the engineering. [ABSTRACT FROM AUTHOR]

Life cycle engineering (LCE) targets product development and manufacturing activities in a life cycle perspective, with the aim to create more sustainable solutions. Coined approximately 30 years ago, it was adopted by the International Academy for Production Engineering (CIRP, from the French title), which established annual conferences on life cycle engineering to further develop the concept and its operationalisation. With the recent advent of the United Nations' Sustainable Development Goals (SDGs), engineering is now provided with specific targets to steer societies towards sustainable production and consumption. But how can LCE contribute to meeting the UN SDGs? Here, we report on a consultation process conducted as part of the 25th CIRP LCE conference, organised in Copenhagen, DK, in 2018. Approximately 175 participants reflected on a list of ten pre-identified challenges for implementing the SDG agenda that LCE could help tackle, and were solicited to propose solutions. A total of 118 solutions were proposed, and the main messages and recommendations are summarised and reported in the paper. Overall, they voice the need for stronger action from academia (e.g. research needs related to addressing trade-offs across SDGs), business and governments (e.g. transparent and harmonised reporting on sustainability performances, internalisation of external costs) and society at large (e.g. consumer behaviour, role of education). • Experts were consulted on how life cycle engineering can contribute meeting the UN SDGs. • An interactive session was organised in an international LCE conference. • Solutions to pre-defined challenges to achieve SDGs were proposed by 175 participants. • Specific key messages from the proposed solutions are reported here. [ABSTRACT FROM AUTHOR]

Purpose The paper aims to examine the current status and development of sustainable development in Finnish engineering education.Design/methodology/approach The study consists of interviews with key stakeholders supplemented with the analysis of documented material. Development is discussed in relation to the findings of collaborative strategy process in the year 2009.Findings The paper observes that the Finnish universities providing engineering education are committed to sustainable development in their strategies. However, a lot of work remains to be done before the strategies are implemented and sustainable development is integrated to all degree programs. Explicit knowledge and individual learning in clearly defined disciplinary boundaries have been the main focus of engineering education.Practical implications The paper suggests that engineers need to be provided with mental tools to cope with uncertainty, complexity and ambiguity. Key competencies include holistic understanding, communication and collaboration skills, ability and willingness for critical and reflective thinking, creativity, innovativeness and entrepreneurship. Thus, collaborative learning, open dialogue and innovation are at the heart of education for sustainable development.Originality/value This paper has a relatively wide approach as it analyses sustainable development in the context of Finnish engineering education both on institutional and societal levels and is based on a national project. [ABSTRACT FROM AUTHOR]

A list of the summary of papers published in the "Institution of Civil Engineers (ICE) Proceedings" in 2006 is presented. It includes "Virtual service: a new way to volunteer," "Management of rural water services in sub-Saharan Africa," and "Stress-lamination: utilising low-grade timber in construction."