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Climate change risk and environmental degradation are the most critical issues of our society. Our technology influenced daily life style involves many software and apps which are used by large society and their use is increasing than ever before. Sustainability is a significant topic for future professionals and more so for Information Technology (IT) professionals and software engineers due to its impact on the society. It is significant to motivate and raise concern among students and faculty members regarding sustainability by including it into Software Engineering curriculum. [ABSTRACT FROM AUTHOR]

We propose a criterion to plan and manage, in an integral and practical way, the structures and processes necessary for the internationalization of the curriculum at the institutional level, an engineering faculty, and the classroom. This proposal is based on the theory of complexity and connectivism, with the purpose of training future global engineers and other disciplines. [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]