ABSTRACT
Chapter 6 focuses on the reach of engineering curricula and pedagogies in teaching students values associated with sustainable development. The nexus between engineering and social justice is explored in further detail, by addressing questions on the appropriateness of engineering solutions for sustainable human development. The chapter discusses how and what students learn about sustainability, and describes lecturers’ challenges of teaching sustainability as a fixed concept. The chapter also juxtaposes students’ eagerness to advance sustainability through their professions against their apprehensions about exercising their agency to do so. Drawing from the discussions in Chapters 3, 4 and 5, the relationship between the goals of engineering education, students’ capabilities and functionings, and dimensions of public-good engineering are theorized. In so doing, a capabilities-inspired, empirically informed framework for public-good engineering is presented.
