This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges.,The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum?,Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes.,This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula.

中文翻译：

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工程教育中可持续性课程的整合-计划主任观点的全国性研究

这项研究旨在报告计划主任如何解决瑞典大学和工程学院在工程教育中的可持续性问题。该研究是通过对以下核心问题进行后续访谈的调查进行的：计划主任在多大程度上拥有深刻的理解可持续发展的主题？计划主管认为哪些可持续发展的核心竞争力对于工程专业的学生在基础培训中至关重要？如今，这些能力在多大程度上被整合到工程教育中？计划主任从其部门获得了什么样的支持，以将这些能力整合到课程中？，项目负责人认为，学习可持续发展很重要，主要是基于他们的个人信念。但是，从文献中摘录的10个潜在学习目标中，学位课程仅实现了4个。学习目标和活动并不总是一致的，因为学生需要与跨学科的合作者学习跨学科的合作。计划主管从部门中获得了一些支持，但是他们表示需要其他支持。他们建议的支持实例包括教师培训，有效的教材以及将可持续性纳入学位课程的质量评估工具中。这项研究是首次全面，国家对项目负责人对高等教育可持续性的看法进行的调查。他们的观点对于加速将可持续性纳入高等教育课程至关重要。