Contribution: An analysis of the extent to which sustainability is present in the syllabi, project briefs, report templates, and student final reports of the three Iberian European project semester (EPS) providers, over a five-year period. Background: EPS is a one-semester capstone project framework that adopts project-based learning and multicultural, multidisciplinary teamwork. Educating engineers for sustainable development requires fostering critical and ethical thinking and a desire for equity, solidarity and preservation of natural resources, and cultural and genetic diversity. Existing engineering capstone design programs emphasize solving real world problems, hands-on training, and soft skills, but few focus on sustainability aspects of engineering design. The three Iberian EPS providers adopt project-based learning and teamwork methodologies, promoting the development of transversal skills and addressing sustainability in a multicultural and multidisciplinary background. Intended Outcomes: To show that the three Iberian EPS providers follow these recommendations and contribute to raising students’ awareness of sustainable development. Application Design: The proposed sustainability learning assessment method collects evidence from syllabi, project briefs, report templates, and final reports to extract faculty and student perspectives. The sustainability-related terms collected were processed into word cloud format, allowing a simple and intuitive interpretation of students’ understanding of sustainability, and in co-occurrence network format, to understand if sustainability has a pervasive or confined presence within the reports. Findings: Iberian EPS faculty and students are aware of the social, economic, and environmental impact of their projects, in terms of quality of life, social responsibility, the use of resources, and environmentally friendly technology.

中文翻译：

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可持续发展工程教育：欧洲项目学期方法

贡献：对三个伊比利亚欧洲项目学期 (EPS) 提供者在五年期间的教学大纲、项目简介、报告模板和学生期末报告中可持续性存在的程度进行了分析。背景：EPS 是一个学期的顶点项目框架，采用基于项目的学习和多文化、多学科团队合作。为可持续发展教育工程师需要培养批判性和道德思维以及对公平、团结和保护自然资源以及文化和遗传多样性的渴望。现有的工程顶点设计计划强调解决现实世界的问题、动手培训和软技能，但很少关注工程设计的可持续性方面。三个伊比利亚 EPS 供应商采用基于项目的学习和团队合作方法，促进横向技能的发展，并在多文化和多学科背景下解决可持续性问题。预期成果：表明三个伊比利亚 EPS 供应商遵循这些建议并有助于提高学生对可持续发展的认识。应用设计：提议的可持续性学习评估方法从教学大纲、项目简介、报告模板和最终报告中收集证据，以提取教师和学生的观点。将收集到的可持续性相关术语处理成词云格式，可以简单直观的解读学生对可持续性的理解，并以共现网络格式，了解可持续性在报告中是否普遍存在或局限存在。调查结果：伊比利亚 EPS 教职工和学生意识到他们的项目在生活质量、社会责任、资源利用和环保技术方面对社会、经济和环境的影响。