Integrating Sustainability and Ethical Responsibility into Building Water Supply and Drainage Engineering Education: A CDIO-Based Curriculum Reform

Engineering education is increasingly expected to prepare graduates capable of addressing sustainability challenges, public safety concerns, and ethical responsibilities. However, in many civil and environmental engineering curricula, sustainability and ethics are still treated as supplementary topics rather than being systematically embedded in core technical courses. This study reports a sustainability-oriented curriculum reform implemented in a Building Water Supply and Drainage Engineering course, integrating Education for Sustainable Development (ESD) principles into CDIO-aligned project-based learning activities. A single-group pre–post quasi-experimental design was adopted with 100 undergraduate students. Quantitative data were collected using a competency-based questionnaire, and paired-sample t -tests, effect sizes, and 95% confidence intervals were applied to examine changes in students’ self-reported competencies. Qualitative data were obtained from reflective learning reports and analyzed through thematic analysis. The results indicate statistically significant improvements in sustainability awareness, ethical and professional responsibility, human-centered design, and systems thinking, with large effect sizes. These findings provide context-specific descriptive evidence supporting the feasibility of embedding sustainability and ethical responsibility within discipline-specific technical engineering courses. Nevertheless, the absence of a control group and the reliance on self-reported measures limit causal interpretation. Future research is recommended to adopt comparative or longitudinal designs and incorporate more objective performance-based assessments.