INTEGRATING SUSTAINABILITY IN ENGINEERING CURRICULUM THROUGH INCORPORATION OF PROBLEM-ORIENTED PROJECT-BASED LEARNING (POPBL) LEARNING STRATEGY

With the demand and challenges faced by engineering graduates to be more competent and perform work in the world’s current complex situation, new learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge need to be incorporated in the curriculum development and as innovation in students’ learning strategy. The traditional method of teaching need to be improvised to enable students to be innovative, creative with critical thinking skills, effective communication and problem solving skills are much required of graduates to be sustained and successed in the real world. This paper will highlight a problem-oriented and project-based learning (POPBL) paradigm utilised in the Environmental Engineering program, Universiti Malaya. The study showcased the actual benefits that this particular learning strategy provides for the students and the university through the integration of POPBL concept in the curriculum with the implementation of an integrated solid waste management solution for the whole campus as part of the greening of campus initiatives. Throughout the implementation of the project, the students managed to recover more than 1000kg recyclates monthly, thus saving on operations cost and reducing environmental burden. The study shows that the students embraced the sustainability concept, improved their capabilities while enhancing the integration of non-technical issues into the environmental engineering curricula, creating a balance between problem occurrence and innovative problem solving. The project integrated in POPBL gave hands-on experience to the engineering students in solving sustainability-related problems not only in term of particular technical aspects, but the ability to identify the economical and social aspects of the problems.