Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and recognizing the pivotal role that engineers play in achieving the sustainable development goals. Therefore, sporadic engineering faculties worldwide have begun acknowledging and assessing issues related to sustainability in their curricula. As several methods have been employed to assess its inclusion, the aim of this paper is to review the various methods used to gauge how sustainability is incorporated in their respective engineering curricula. We carried out a systematic review of the literature regarding sustainability as assessed specifically in engineering curricula using the Scopus and ERIC databases. We applied PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology and, as a result, 30 papers were included. The results produced 14 methods with the articles highlighting existing limitations. Therefore, the authors recommend the combination of at least two of the methods to efficiently evaluate sustainability in engineering curricula.

Human skin microbiome plays a fundamental role in maintaining skin health, immunity, and appearance. While current microbiome-friendly cosmetics emphasize the use of probiotics and prebiotics, recent advances in bioengineering are paving the way for a new generation of personalized and sustainable skincare solutions. This evolution is increasingly necessary given the limitations of conventional dermatological treatments in addressing individual variability. Emerging technologies such as artificial intelligence (AI), synthetic biology, and high-throughput microbiome sequencing now enable precise skin analysis and the development of tailored, more effective cosmetic formulations. This review critically examines these technological breakthroughs, including genetic modification of microbial strains, engineered delivery systems, and quorum sensing modulation, with a focus on their cosmetic and therapeutic applications. These innovations not only facilitate product customization but also reduce environmental impact by minimizing resource use, synthetic chemicals, and testing burdens aligning with sustainability goals. Several structured tables synthesize the latest findings on microbial targets, bioengineered ingredients, delivery platforms, and mechanistic pathways, providing a practical reference for researchers and product developers. Additionally, this review addresses key regulatory and safety considerations, particularly those associated with genetically modified organisms (GMOs) in cosmetic products. It highlights the need for region-specific clinical trials, toxicity assessments, and microbial safety screening to ensure consumer protection. While current frameworks offer a foundation, further ethical and environmental guidelines may be necessary as synthetic biology advances. Thus, AI-integrated synthetic biology and microbiome transplantation emerge as transformative pathways for advancing sustainable, personalized skincare innovation.

Engineers can play a critical role in achieving sustainable development (SD). Despite this, there is a lack of specialized courses delivered in the undergraduate engineering curricula in Lebanon. The purpose of this study is to assess the outcomes of a newly developed core course on sustainability for engineering students integrated into the undergraduate engineering curriculum at one university in Lebanon. The study makes an original contribution as no similar course, in its current structure, has been found in the existing literature. A quantitative methodology was employed through a survey administered to the students both before and after course delivery. The survey aimed to assess the effectiveness of the course in changing students’ awareness, perceptions, practices, and views on the engineering profession and how it relates to sustainability. The findings indicate that the course has significantly enhanced the understanding and awareness of the engineering students regarding sustainable development. This enhancement impacted positively on their perceptions, practices, and views regarding the importance of sustainable development in engineering education. This study presents an interdisciplinary course integrated into the engineering curriculum and augmented the students’ awareness and knowledge on how to incorporate sustainable development into their design processes.

Impact of nanoplastics (NPs), microplastics (MPs), and heavy metals (HMs) on soil and plant properties.

Engineers have a growing contribution towards attaining the Sustainable Development Goals (SDGs). Thus, graduate engineering students’ awareness and attitude will be crucial for dealing with these complex societal challenges. The purpose of this study is to investigate the sustainability awareness (SA) of engineering students from a developing country in comparison to that of those published from developed European countries. It also aims to explore engineering students’ attitudes and willingness to consider sustainability challenges as an important part of their future professional role. We have conducted a quantitative online survey (n=253) with the participation of engineering students from different majors at Bachelors and Masters levels. The data concerning students’ awareness and attitude underwent quantitative statistical analysis and was compared to that in the literature. The data was analyzed using SPSS to investigate differences and similarities between majors and validate its quality. The findings show good levels of SA and lower levels of knowledge in SDGs among engineering students compared to that presented by European studies. Thus, a gap in SDGs’ awareness exists between students from developed and developing countries. However, students’ positive attitudes and willingness to be involved in SDGs’ practices were remarkably high in understanding the leading role of engineers toward achieving the SDGs. Our results confirm engineering students’ motivation and strong positive attitude for resolving sustainability issues in developing countries despite challenging lifestyles. Our findings could be further used by engineering faculties in developing countries to minimize the gap and enhance future engineers’ contribution towards a more sustainable society.