Sustainability in Engineering Education: A Paradigm Shift with Transfer‐of‐Learning and Authentic Assessment

This paper explores a holistic approach to learning sustainability in engineering education. Students are exposed to authentic learning and assessments through e-computer simulations, which benefits the transfer-of-learning within the curriculum and even from school to work. Computer simulation is a readily accessible approach for learners to achieve sustainability by assessing the environmental footprint of their design and optimizing them for efficiency and performance. Simulation software, such as Finite Element Analysis (FEA) and Computational Fluid Dynamics (CFD), are essential tools for students to bridge the gap between theoretical knowledge and practical applications. By immersing learners in realistic workplace problems through simulation exercises, we create a direct connection between classroom learning and real-world challenges. One approach is by performing parametric studies via simulation, thereby reducing waste by limiting physical prototyping and testing. One challenge here is to change the mindset of learners in accepting that simulation has a direct relation in supporting the United Nation’s sustainable development goals. When addressed carefully, this will promote a cycle of responsible consumption and production. Here, we share insights from our experience in implementing this approach within a mechanical engineering program. Open-ended survey data captured from following student cohort will shed light on how students conceptualize the purposeful integration of sustainable practices within their curriculum. We also showcase examples of simulation-based learning activities, discuss strategies for facilitating the transfer of sustainability principles to real-world situations, and highlight the effectiveness of authentic assessment in evaluating students' readiness to address sustainability challenges.