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ISLe Learning Hub: Transforming Engineering Education

There is an urgent need to upskill current engineering professionals and shape the education of future engineers.

As identified in ICSI’s position paper Understanding the landscape of the global engineering capacity and capability, engineering schools need to rapidly update their curricula and develop new courses to teach the upcoming generation of engineers to think holistically in order to meet complex and interconnected crises such as climate change, biodiversity loss and pollution, while ensuring that future development is just, sustainable, resilient and leaves no one behind.

To address this gap, ICSI established the Transforming Engineering Education Learning Hub, a virtual learning platform to catalyse the development of recommendations for designing and enhancing the inclusion of climate resilience and sustainability topics in engineering higher education. This hub created a space for discussion and shared learning about effective approaches and how to address challenges when creating engineering educational programmes.

 

Explore key insights from the series

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How did the Learning Hub work?

The Learning Hub convened a series of fortnightly webinars from September through December 2025. The hub adopted the ISLe Initiative capacity-building model, which uses short, high-frequency convenings to create a sense of cohesion and community among participants.

A typical convening comprised:

  • A technical presentation 
  • A case study presentation 
  • A discussion involving participants and experts on the challenges, solutions, and learnings from the case presented. 

Participants included engineering faculty representatives with a focus on civil engineering or other fields relevant to infrastructure development, such as structural, environmental, mechanical, and electrical engineering. We also welcomed representatives from private sector firms to help bridge the gap between academic curricula and industry needs.

Will there be more Learning Hubs in the future?

This is just the beginning of ICSI’s work around engineering capacity and capability. Ultimately, we aim to build a community of practice that works together to continuously share insights and further action around engineering education. Keep an eye on our website for information about future Learning Hubs.

If you are interested in joining a future community of practice, please register your interest below.

Register your interest
18 September — Introduction to the series

This session sets the stage for a global dialogue on transforming engineering education. Grounded in the 2024 position paper, Understanding the Landscape of the Global Engineering Capacity and Capability, it explores the urgent need to build global engineering capacity and capability aligned with sustainable development. The discussion will explore disparities in engineering education access, the gap between demand and supply of engineering talent, and the critical role of engineering in achieving the SDGs. It will also outline how the series will engage with themes such as curriculum transformation, systems thinking, and emerging competencies.

This session focuses on identifying the core competencies engineers need to address today’s global challenges, including climate adaptation, nature-based solutions, communications, digital technologies and more. It will explore new topic areas essential for embedding sustainability across engineering education, including climate-resilient infrastructure, the circular economy, and ethical responsibility. It focuses on the shift needed in engineering education to reflect sustainable development as a core objective and explores how the learning experience can equip future engineers with the competencies (including knowledge, mindset and skills) to address complex challenges across infrastructure systems.

This session continues the focus on embedding sustainable development in engineering education by sharing examples and approaches to curriculum transformation. It will address how institutions are adapting to changing demands and what pedagogical shifts are needed to support sustainability-aligned engineering practice. It will explore the importance of working with real-world problems, engaging diverse stakeholders in curriculum design, and connecting engineering knowledge to societal needs. Experts will share practical experiences and methods for institutional change to advance curriculum transformation. 

This session explores how engineering education can embrace systems thinking and transdisciplinary collaboration to address complex societal challenges. Emerging topics such as climate resilience, circularity, and nature-positive approaches all transcend engineering, technology, science, economics, social studies, public policy, and business administration. This session will explore how professionals can maintain specialist knowledge while developing more general skills and attributes such as flexibility, adaptivity, and decision-making. It will discuss the role of schools and industry in closing the gap between what engineers currently know and what they’ll need to know in the future, and it will examine how engineers can work across disciplines to co-create solutions that are inclusive, resilient, and sustainable. 

Timed alongside COP30, this session reflects on key learnings from the series and connects them to global climate and development goals. It considers the role of engineering education in advancing just and sustainable transitions. As the world confronts interconnected crises related to climate change, inequality, and infrastructure, engineering education must evolve to respond effectively and inclusively. Panellists will share reflections, challenges, and opportunities from their own contexts, helping to build shared understanding across geographies. 

With engineering roles evolving, this session looks at emerging career pathways that align with the demands of sustainable development. It will highlight opportunities across sectors and the role of education in equipping graduates for careers that navigate technical challenges alongside social, environmental, and ethical ones. The discussion will focus on preparing students for careers that may span multiple sectors or involve working in complex, uncertain environments. It will also explore what kinds of learning experiences can support this shift. 

The final session synthesises insights from the series to inform the development of a pathway for transforming engineering curricula. It will focus on actionable recommendations for institutions seeking to build future-ready, sustainability-oriented engineering programmes. The session will explore what a future-facing engineering curriculum might include, how it can balance technical depth while addressing sustainable development needs, and what institutional changes are required to support it.

This series is part of the Infrastructure Sustainability Learning (ISLe) Initiative, run in partnership with the Nicholas Institute for Policy and Energy at Duke University, United Nations Environment Programme (UNEP), and Project Echo.