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Sustainability tools should be taught to civil engineers to make the most sustainable engineering decisions in projects. This study is conducted mainly to compare the application of the sustainability approach in civil engineering education in Iran and some developed countries. In this study, the investigated factors are measured using the comparative-descriptive method. In this regard, the importance of sustainability education is discussed in addition to examining the views of domestic and foreign professional organizations. Besides, some solutions for sustainability education in civil engineering are provided by describing sustainability education topics in some world-class universities and comparing them with the approved civil engineering education program in Iran. Studies show that the educational programs of the country's higher education centres can be revised in some aspects to teach sustainability concepts. Sustainability concepts should be taught operationally by modifying and updating teaching methods and connecting students with industry and knowledge-based companies. In this way, students will get the necessary preparation to apply these concepts in the design, construction, and operation of civil infrastructure after passing the relevant courses. The quality of teaching sustainability tools and concepts can be improved by using interactive and encouraging approaches and group activities of civil students and engineers. [ABSTRACT FROM AUTHOR]

Global challenges regarding climate changes, food and energy resources security, poverty and human rights have received serious attention in the recent years. The solutions provided by policy-makers and researchers have clearly not been able to be effective on a global scale. For instance, nearly one-third of the world's population do not have enough access to safe drinking water, the devastating effects of global warming pose threats to environment and people's health and relative poverty and conflicts have spread in many parts of the world. These situations alert global and futuristic perspectives to the sustainable development. Since the concept of sustainability is inherently complex with interdisciplinary nature including economic, environmental and social aspects, it requires sustainable development education in all fields of university study, especially for engineering students. By describing the characteristics of sustainable engineering education and a domestic and foreign literature review in this field, this article tries to provide a scheme to include the interdisciplinary aspects of sustainable development in the curriculum of engineering students. In this regard, the subject of an integrated course was proposed and analyzed with emphasis on strengthening the social knowledge of engineers and increasing their ability to find and understand the mutual effects of different aspects of sustainability. It was argued that such a subject could prepare future engineers to confront and find sustainable solutions to the complex challenges of the modern world. [ABSTRACT FROM AUTHOR]

For sustainable engineering to contribute to sustainability, curricular reforms are needed to train sustainability-conscious engineers. Examining student perceptions of sustainability education can provide insights for benchmarking the current quality of a curriculum and for identifying strategies for reforming a curriculum. Thus, the goal of this study was to examine student interest in, knowledge of, and experiences related to sustainability in civil and environmental engineering (CEE) at the Georgia Institute of Technology (Georgia Tech). A survey was developed and administered to students () enrolled in CEE capstone courses. The results indicated that although students are interested in sustainable development, there is potential for further enhancing sustainability learning. In addition, students reported that CEE courses strongly impacted their learning, which underscores the importance of curricular quality. Finally, although students were generally satisfied with CEE sustainability education, they cited the need for more guidance on integrating sustainability into the design process. Although this case study provides feedback to improve CEE sustainability education at Georgia Tech, it also serves as an example for other programs interested in evaluating their curricula from a student perspective. [ABSTRACT FROM AUTHOR]