SUSTAINABLE ENGINEERING EDUCATION: ANALYZING PRACTICES IN MECHANICAL AND AIRCRAFT MAINTENANCE FINAL YEAR PROJECTS

Abstract

Sustainability has become a critical element of Technical and Vocational Education and Training (TVET), with future engineering professionals expected to address global environmental challenges. Final Year Projects (FYPs) serve as a key platform for students to demonstrate how well they understand and apply sustainability principles. This study examines sustainability practices in FYPs at the Mechanical Engineering and Aircraft Maintenance Departments of Politeknik Banting Selangor (PBS), using survey responses from 47 student groups. The analysis focused on students’ awareness, the extent of sustainability integration, the aspects addressed, project contributions, and the challenges encountered. Findings show that more than half of the students reported a good understanding of sustainability, and 61.1% recognized its importance in engineering projects. Notably, 66.7% of Aircraft Maintenance students indicated full integration of sustainability, while Mechanical Engineering students more often reported partial adoption. Although many students engaged with sustainability—driven by project requirements or personal interest—the limited role of faculty guidance and institutional support reduced the depth of integration. By framing the results through Kolb’s Experiential Learning Cycle and connecting them to Education for Sustainable Development (ESD), the study provides a novel perspective on how students not only acquire knowledge but also reflect on and act upon sustainability concepts. This contribution enriches the relatively underexplored TVET context and underscores the need for clearer guidelines, faculty training, and stronger industry partnerships to support meaningful sustainability integration. Future research should expand this work through longitudinal tracking of graduates and comparative studies across institutions.