This study presents a low-cost edge-IoT-based structural health monitoring (SHM) architecture for crack monitoring in operational underground tunnels. The system integrates crack-displacement sensing, temperature measurement, ESP32-based edge processing, LoRa/MQTT communication, AES/ECDSA-based data protection, and cloud-based data management. The architecture was validated through a 30-day field campaign at two representative cracks in the Hai Van Tunnel, with measurements acquired at 60 s sampling intervals. The results show that edge-based wavelet–Kalman processing improved measurement stability and reduced high-frequency noise, while the implemented security mechanism introduced only minor latency relative to the monitoring cycle. The two monitored cracks exhibited small micrometer-scale fluctuations associated with temperature variation and showed no cumulative widening trend during the observation period. This study demonstrates the feasibility of campaign-based tunnel crack monitoring using a trustworthy edge-sensing architecture, while longer deployments with more sensing nodes are needed to fully evaluate scalability and operational durability.

This study focuses on the development and application of a multimedia module based on Sustainable Development Goal 13 (SDG13) to enhance the quality of sustainable development (SD) education at the University of Transport and Communications (UTC). In the context of increasingly complex climate change challenges, integrating SD criteria into education, particularly in the field of transportation, has become imperative. The research was conducted through a collaboration between UTC and Bournemouth University to develop an innovative multimedia module for embedding SD criteria into teaching and learning activities. The module was designed and piloted at UTC’s main campus and its branch campus in Ho Chi Minh City. The results indicate that the multimedia module improved students’ awareness and commitment to climate-related issues, while also receiving positive feedback from learners. This study not only contributes to enhancing the quality of SD education at UTC but also lays the groundwork for the broader integration of SD criteria into future academic programs. Keywords: Multimedia module; sustainable development; climate action; higher education; innovative learning.

Sustainable development has become an essential orientation for engineering education as Vietnam advances major infrastructure initiatives and national commitments to green growth, climate resilience, and low-carbon development. This study investigates the extent to which sustainability is integrated into Transport Construction Engineering programs and identifies factors influencing students’ intention to pursue additional sustainability-related coursework during their university training. Using a mixed-methods design combining descriptive statistics and logistic regression, the study shows that although students commonly report awareness of sustainability, their substantive understanding—particularly of eco-friendly construction technologies and the Sustainable Development Goals—remains limited, while curricular exposure is largely superficial, fragmented, and insufficiently connected to professional practice. Regression results indicate that learning intention is shaped primarily by students’ foundational knowledge and perceived relevance of sustainability to engineering practice, rather than by demographic characteristics or casual exposure. These findings highlight a structural gap between current training practices and the competencies required for climate-resilient and low-carbon infrastructure development. The study recommends deeper curricular integration, expanded hands-on learning opportunities, stronger links with real engineering projects, and flexible training pathways to better prepare future engineers to meet Vietnam’s sustainable development goals.

Bài báo nghiên cứu thực trạng tích hợp tiêu chí Phát triển bền vững (Sustainable Development Goals - SDGs) trong khối ngành kĩ thuật ở Việt Nam đồng thời phân tích khả năng tích hợp các mục tiêu trên vào chương trình đào tạo ngành Kỹ thuật xây dựng công trình giao thông tại Trường Đại học GTVT, tập trung vào các tiêu chí SDG 13, SDG 14, SDG 15 và SDG 17. Trên cơ sở tổng quan chính sách, phân tích lý thuyết và khảo sát giảng viên, nghiên cứu chỉ ra rằng việc lồng ghép phát triển bền vững trong đào tạo hiện nay vẫn còn rời rạc, chưa gắn chặt với chuẩn đầu ra và thiết kế học phần. Kết quả khảo sát cho thấy học phần Vật liệu xây dựng liên quan đến vật liệu tái chế là học phần phù hợp nhất để tích hợp các nội dung này, với tỷ lệ lựa chọn 93,4%. Từ đó, nghiên cứu đề xuất hướng tích hợp theo ba lớp: nhận thức nền tảng về phát triển bền vững, kiến thức chuyên môn tích hợp và năng lực đánh giá, ra quyết định. Kết quả nghiên cứu cung cấp một gợi ý thực tiễn cho đổi mới chương trình đào tạo kỹ thuật theo định hướng phát triển bền vững ở Việt Nam.