This study has a scope limited to a specific course and changes integrated to the core of the KTH naval architecture master program. The students in the program have earlier experience from engineering applications in a general sustainability perspective and understand the basic concepts within sustainability. Therefore, to introduce further steps a new course module was introduced in 2018 focusing on safety management and social sustainability. The purpose of this study is to identify and document the pedagogic lessons for a course module where sustainable development (SD) is discipline-specific.,This study is a case study that qualitatively investigates the stainability effects of the implementation of the new course module. The course and program activities are compared to the results of a previous study in 2017 on the sustainable development learning elements (SDLEs) in the program and discussed in relation to more general SD initiatives.,From the analysis, it is identified that the perspectives presented were new to a substantial part of the students. This study also shows that the effects of the specific module here studied, with a focus on the skill of maritime social sustainability development, differ from more general sustainability literacy. The new perspective affected the thinking about the core of the students’ studies, ship design, in a way that general knowledge on sustainability has not. This was achieved with a combination of suitable tools and perspectives in combination with contextual knowledge and a frame of reference. The contextual knowledge and a frame of reference are here present in education as a result of relating the sustainability case to the core of the program.,The result relates the pedagogical change described to SDLEs and to the ambition of conceive, design, implement and operate approaches. This paper contributes to the literature by providing a discussion on how social sustainability can be implemented in engineering education and the role of integrated discipline-specific sustainability modules.

中文翻译：

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安全管理模块可创造社会可持续发展技能

这项研究的范围仅限于特定课程，并且更改已集成到KTH海军建筑学硕士课程的核心。该课程的学生从一般的可持续性角度具有工程应用方面的较早经验，并且了解可持续性中的基本概念。因此，为了采取进一步措施，2018年引入了新课程模块，重点关注安全管理和社会可持续性。这项研究的目的是识别和记录课程模块的教学课程，其中可持续发展（SD）是特定于学科的。本研究是一个案例研究，定性地研究了实施新课程模块的可染性影响。将课程和计划活动与2017年关于计划中的可持续发展学习要素（SDLE）的先前研究结果进行比较，并针对更一般的SD倡议进行讨论。通过分析，可以确定所提出的观点对大部分学生来说都是新手。这项研究还表明，此处研究的特定模块的效果（侧重于海洋社会可持续发展的技能）不同于更一般的可持续性素养。新的观点影响了对学生学习核心的思考，即船舶设计，而可持续发展的常识却没有。这是通过结合适当的工具和观点以及上下文知识和参考框架来实现的。由于将可持续性案例与计划的核心联系起来，因此在教育中出现了上下文相关的知识和参考框架。结果与对SDLE的教学方法的改变以及构思，设计，实施和操作的抱负相关方法。本文通过讨论如何在工程教育中实现社会可持续性以及综合学科特定的可持续性模块的作用，为文献做出了贡献。