A Case Study About Exploring Sustainability Through an Environmental Robotic Engineering Design

Engineering education plays a critical role in preparing future engineers to address sustainability challenges, which can be taught through diverse pedagogical approaches. This paper explores how active learning approaches, project-based learning and design-based learning can foster a holistic understanding of sustainability through an interdisciplinary engineering project, which aimed to design a solar-powered robotic system developed for environmental (ENVIBOT) monitoring of air, water, and soil quality. First, the study presents a technical description of the design. Subsequently, semi-structured reflective questions were used to capture students’ perceptions of sustainability, problem solving, interdisciplinary collaboration, and professional responsibility. As such, this study adopted a qualitative case study approach in which thematic analysis of the reflections revealed that participation in an interdisciplinary project enabled students to move beyond a narrow environmental interpretation of sustainability. The findings suggest that combining design projects with a standalone sustainability course may further strengthen students’ awareness. Students also demonstrated increased awareness of systems thinking, real-world constraints, and the societal role of engineers in promoting sustainable solutions. Projects such as the ENVIBOT can not only serve as effective pedagogical tools to enhance students’ understanding of sustainability concepts, but can also act as platforms for developing technical competence, maturity and professional responsibility. These findings highlight the potential of integrating sustainability more effectively into engineering curricula and practice alike.