Since technical advancement in electrical and electronics engineering must strike a balance between social

responsibility, economic viability, and environmental preservation, sustainability management has emerged as

an essential component in today's engineering education. The fourth (SDG 4) of the 17 Sustainable

Development Goals is to ensure high-quality education and promote opportunities for lifelong learning, which

is an essential component of sustainable development. The innovative integration of sustainability

expertise. Thus, the course adds value for UiTM graduates as they can catalyze shaping the future of

sustainable management in Malaysia and throughout the world in addition to pursuing careers in the energy

and technology sectors.

Sustainability has emerged as a critical component in addressing global challenges such as climate change,

resource depletion, and social inequality. As future technologists are expected to lead the design and

development of sustainability technologies and systems, integrating sustainability into engineering education

has become not only relevant but essential. Engineering undergraduates must be equipped with the knowledge,

skills, values, and integrity necessary to understand complex scenarios and to propose innovative solutions

global and national priority. Globally, universities are aligning their teaching and learning with the United

Nations’ Sustainable Development Goals (SDGs) to prepare future-ready graduates capable of addressing

complex societal and environmental challenges, which serve as a global blueprint for achieving a more

sustainable and equitable future by 2030. Nationally, the Malaysian Qualifications Agency (MQA) underscores

this priority by mandating the integration of SDGs into higher education programme standards. This

integration extends to curriculum design, learner learning assessment, academic staff development, and

governance structures, ensuring that higher education contributes directly to sustainable development.

Consequently, university curricula should be adapted to raise student awareness on the concepts of

sustainability and sustainable development. In addition, it is essential to introduce methodological changes

aimed at making students more active in their learning processes (Calvo et. al, 2024). In this scenario, the

subject in engineering programme. This paper aims to present a curriculum innovation in engineering by

integrating SDG and ESG principles and introducing them in the Sustainability Management course to prepare

future-ready technologists.

A growing body of research underlines the necessity for engineering education to move beyond purely

technical skills. Studies show that integration of the SDGs into engineering curricula fosters more holistic

education, combining ethics, social, and environmental awareness, and systems thinking with technical

learning (Risti et. al, 2026). The authors highlight that recent years have seen increasing attention to SDG

themes in engineering education globally, emphasizing that students develop core competencies required for

sustainability and that institutions face both structural barriers and opportunities in integrating these into

In Malaysia, particularly, studies demonstrate that in the electrical and electronics manufacturing sectors, green

management and green technology have measured positive impacts on performance and business sustainability

urgency to embed the principles of education for sustainable development (ESD) into all levels of education.

ESD, understood as an integral part of quality education and all educational institutions, from preschool to

higher education and in nonformal and informal education, can and should foster the development of

sustainability competencies (Cebrian et. Al, 2020).

The methodology comprises five key stages: Curriculum Development, Instructional Design and Delivery,

Learning Assessment, Feedback and Survey, and Review and Continuous Improvement. Figure 1 shows the

flow chart of the curricula development for the Bachelor of Electrical and Electronics Engineering Technology

with Honours at the Faculty of Electrical Engineering, Universiti Teknologi MARA, Shah Alam.

of meaningful learning experiences that go beyond theoretical knowledge to include ethical reasoning,

emotional engagement, and real-world scenarios. Table 1 tabulates the level of Bloom’s Taxonomy used in the

CAP domains.

solutions that integrate environmental, social, and economic considerations. Sustainability Management,

course code: EEE510, is a new course being offered by Universiti Teknologi MARA (UiTM) as part of the

course of study for the Bachelor of Electrical and Electronics Engineering Technology with Honours

(CEEE260) programme in response to this changing need.

The innovation of curriculum design of the Sustainability Management course in the CEEE260 programme

reflects UiTM’s commitment to producing future-ready graduates who are both technically competent and

with a foundational understanding of sustainability concepts and their relevance to engineering practice. The

course integrates experiential learning through assignments and case studies that link learners with the

stakeholders. By aligning with the Malaysian Qualifications Agency (MQA) standards, accreditation

requirements, and the United Nations Sustainable Development Goals (SDGs), the curriculum ensures both

Component

University

Faculty

Program

Elective

Using the uFuture platform, an entrance and exit survey (EES) was produced and conducted to assess students'

At the beginning of the semester, an entrance survey was given to students to determine their prior

understanding, views, and expectations about sustainability principles and how they relate to engineering. The

approach to sustainable management and investigates how ethical decisions impact organizational

development.