| Sustainability change agents in business transformation - empowerment through training |
20.500.14069/1264 |
20 |
35 |
217 |
0.09 |
0.16 |
| Mar 2026 |
4 |
| Apr 2026 |
2 |
| May 2026 |
7 |
| Jun 2026 |
3 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
6 |
| Apr 2026 |
2 |
| May 2026 |
9 |
| Jun 2026 |
6 |
| Jul 2026 |
8 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
9 |
| Sweden |
4 |
| Germany |
2 |
| Finland |
2 |
| China |
1 |
| Ireland |
1 |
| 1 others |
1 |
|
| Fostering inclusive leadership and socio-technical skills through systems thinking and mentorship |
20.500.14069/1250 |
14 |
14 |
217 |
0.06 |
0.06 |
| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Canada |
5 |
| United Kingdom |
3 |
| India |
2 |
| Italy |
2 |
| Sweden |
2 |
| United States |
1 |
|
| Teaching social sustainability to engineering students with the help of social impact audit tool |
20.500.14069/1262 |
47 |
33 |
217 |
0.22 |
0.15 |
| Mar 2026 |
21 |
| Apr 2026 |
12 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
11 |
| Apr 2026 |
15 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
9 |
| Italy |
8 |
| Germany |
6 |
| France |
4 |
| United States |
4 |
| Finland |
3 |
| 8 others |
13 |
|
| Fostering hope in engineering for sustainable development |
20.500.14069/1275 |
90 |
72 |
217 |
0.41 |
0.33 |
| Mar 2026 |
6 |
| Apr 2026 |
2 |
| May 2026 |
5 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
57 |
| Sep 2026 |
1 |
|
| Mar 2026 |
9 |
| Apr 2026 |
3 |
| May 2026 |
9 |
| Jun 2026 |
7 |
| Jul 2026 |
1 |
| Aug 2026 |
29 |
| Sep 2026 |
0 |
|
| United Kingdom |
36 |
| South Africa |
26 |
| Canada |
7 |
| United States |
7 |
| Ireland |
4 |
| Germany |
2 |
| 7 others |
8 |
|
| EESD 2025: Engineers as Changemakers |
20.500.14069/1241 |
321 |
98 |
217 |
1.48 |
0.45 |
| Mar 2026 |
85 |
| Apr 2026 |
35 |
| May 2026 |
18 |
| Jun 2026 |
20 |
| Jul 2026 |
18 |
| Aug 2026 |
8 |
| Sep 2026 |
1 |
|
| Mar 2026 |
21 |
| Apr 2026 |
10 |
| May 2026 |
5 |
| Jun 2026 |
13 |
| Jul 2026 |
9 |
| Aug 2026 |
4 |
| Sep 2026 |
1 |
|
| United Kingdom |
110 |
| Finland |
101 |
| Spain |
47 |
| Sweden |
18 |
| Ireland |
9 |
| United States |
8 |
| 15 others |
32 |
|
| Organisational structures to drive sustainability integration in engineering education |
20.500.14069/1273 |
9 |
9 |
217 |
0.04 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
8 |
| Finland |
1 |
|
| Asking the engineering educators: prevalence of sdgs in the engineering curriculum & analysing accreditation requirements |
20.500.14069/1255 |
16 |
16 |
217 |
0.07 |
0.07 |
| Mar 2026 |
5 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
5 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
3 |
| May 2026 |
2 |
| Jun 2026 |
6 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
15 |
| Thailand |
1 |
|
| Making sustainably: embedding sustainable practices in project-based design engineering |
20.500.14069/1293 |
29 |
37 |
217 |
0.13 |
0.17 |
| Mar 2026 |
1 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
6 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
2 |
| Apr 2026 |
12 |
| May 2026 |
6 |
| Jun 2026 |
0 |
| Jul 2026 |
8 |
| Aug 2026 |
4 |
| Sep 2026 |
1 |
|
| United Kingdom |
18 |
| Ireland |
5 |
| Netherlands |
4 |
| United States |
2 |
|
| Degrowth by design rather than disaster |
20.500.14069/1259 |
28 |
16 |
217 |
0.13 |
0.07 |
| Mar 2026 |
6 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
|
| United Kingdom |
13 |
| Germany |
5 |
| United States |
4 |
| Spain |
2 |
| Ireland |
2 |
| Belgium |
1 |
| 1 others |
1 |
|
| Embedding sustainability in engineering education through a multi-disciplinary postgraduate research methods module |
20.500.14069/1278 |
8 |
9 |
217 |
0.04 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
5 |
| China |
2 |
| United States |
1 |
|
| How open source engineering for one planet (EOP) teaching resources are helping faculty infuse sustainability in diverse courses and programs |
20.500.14069/1247 |
9 |
19 |
217 |
0.04 |
0.09 |
| Mar 2026 |
0 |
| Apr 2026 |
7 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
9 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
5 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United States |
5 |
| Malaysia |
4 |
| United Kingdom |
1 |
| India |
1 |
|
| Transformative learning for sustainability and ethics in STEAM higher education: a systematic review of best practices |
20.500.14069/1290 |
31 |
20 |
217 |
0.14 |
0.09 |
| Mar 2026 |
5 |
| Apr 2026 |
3 |
| May 2026 |
6 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
4 |
| Apr 2026 |
6 |
| May 2026 |
3 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Spain |
10 |
| United States |
9 |
| United Kingdom |
6 |
| Nepal |
2 |
| Bangladesh |
1 |
| Germany |
1 |
| 3 others |
3 |
|
| Engineering changemakers: maker space EDI community and culture to enhance creativity, collaboration and exploration for success during industry 5.0 |
20.500.14069/1276 |
16 |
17 |
217 |
0.07 |
0.08 |
| Mar 2026 |
3 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
8 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
10 |
| Canada |
3 |
| Thailand |
3 |
| Morocco |
1 |
|
| Building a community of practice to facilitate integration of sustainability into higher education curriculum |
20.500.14069/1243 |
12 |
6 |
217 |
0.06 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Ireland |
4 |
| United States |
4 |
| United Kingdom |
2 |
| Switzerland |
1 |
| China |
1 |
|
| Promoting equity in engineering education for sustainable development through community-based learning and teaching |
20.500.14069/1248 |
28 |
14 |
217 |
0.13 |
0.06 |
| Mar 2026 |
9 |
| Apr 2026 |
2 |
| May 2026 |
6 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
24 |
| Italy |
2 |
| Brazil |
1 |
| Netherlands |
1 |
|
| Co-creating sustainability engineering curricula for all: a systems approach to transforming engineering education |
20.500.14069/1246 |
26 |
20 |
217 |
0.12 |
0.09 |
| Mar 2026 |
4 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
2 |
| Apr 2026 |
6 |
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United States |
7 |
| United Kingdom |
6 |
| Netherlands |
6 |
| Finland |
4 |
| Malaysia |
2 |
| Canada |
1 |
| 1 others |
1 |
|
| A compensatory pedagogical intervention through the lens of sustainability for equity-driven education |
20.500.14069/1295 |
49 |
20 |
217 |
0.23 |
0.09 |
| Mar 2026 |
2 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
42 |
| Ireland |
5 |
| Kenya |
1 |
| Sweden |
1 |
|
| Co-creating regenerative design frameworks for engineering education and practice |
20.500.14069/1258 |
40 |
21 |
217 |
0.18 |
0.10 |
| Mar 2026 |
6 |
| Apr 2026 |
7 |
| May 2026 |
6 |
| Jun 2026 |
2 |
| Jul 2026 |
6 |
| Aug 2026 |
7 |
| Sep 2026 |
0 |
|
| Mar 2026 |
4 |
| Apr 2026 |
4 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
|
| Canada |
28 |
| Finland |
6 |
| Brazil |
4 |
| United Kingdom |
2 |
| South Africa |
2 |
| Mexico |
1 |
|
| Invention before theory: how the practical often leads theory |
20.500.14069/1277 |
6 |
14 |
217 |
0.03 |
0.06 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
9 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
3 |
| United States |
2 |
| Ireland |
1 |
|
| Sustainable teaching practices for teaching sustainability |
20.500.14069/1266 |
9 |
6 |
217 |
0.04 |
0.03 |
| Mar 2026 |
1 |
| Apr 2026 |
1 |
| May 2026 |
3 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
4 |
| Canada |
3 |
| Finland |
1 |
| United States |
1 |
|
| Student researchers breaking barriers: exploring how STEM can drive education for sustainability in UK higher education |
20.500.14069/1263 |
36 |
14 |
217 |
0.17 |
0.06 |
| Mar 2026 |
9 |
| Apr 2026 |
4 |
| May 2026 |
7 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
4 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| United Kingdom |
29 |
| Italy |
4 |
| Spain |
1 |
| Finland |
1 |
| Singapore |
1 |
|
| Enhancing sustainability normative and ethics competences in engineering education: insights from a needs analysis systematic literature review |
20.500.14069/1274 |
31 |
15 |
217 |
0.14 |
0.07 |
| Mar 2026 |
4 |
| Apr 2026 |
6 |
| May 2026 |
2 |
| Jun 2026 |
5 |
| Jul 2026 |
0 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
6 |
| May 2026 |
3 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Spain |
23 |
| United Kingdom |
5 |
| Germany |
1 |
| Mexico |
1 |
| Thailand |
1 |
| United States |
1 |
| 1 others |
1 |
|
| Weaving responsibility into engineering education |
20.500.14069/1272 |
12 |
21 |
217 |
0.06 |
0.10 |
| Mar 2026 |
0 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| Mar 2026 |
3 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
|
| United Kingdom |
6 |
| India |
3 |
| Switzerland |
1 |
| Japan |
1 |
| United States |
1 |
|
| Sustainable Resource Use: Academic and Industrial Collaboration for
Sustainability and process Efficiency |
20.500.14069/1280 |
38 |
21 |
217 |
0.18 |
0.10 |
| Mar 2026 |
2 |
| Apr 2026 |
9 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
8 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United States |
33 |
| United Kingdom |
5 |
|
| Staff and student ideals for sustainability in engineering education |
20.500.14069/1294 |
9 |
6 |
217 |
0.04 |
0.03 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
7 |
| Ireland |
1 |
| United States |
1 |
|
| Embedding sustainable development into engineering education: showcasing a practice within an energy engineering module at NMITE |
20.500.14069/1267 |
4 |
15 |
217 |
0.02 |
0.07 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
|
| Sustainable and equitable energy systems: engineers as changemakers and innovative pedagogy in engineering education |
20.500.14069/1286 |
25 |
8 |
217 |
0.12 |
0.04 |
| Mar 2026 |
2 |
| Apr 2026 |
6 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
|
| Co-designing encounters with AI in education for sustainable development |
20.500.14069/1282 |
3 |
9 |
217 |
0.01 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
|
| Integrating sustainability principles into a chemical engineering laboratory curriculum |
20.500.14069/1291 |
91 |
49 |
217 |
0.42 |
0.23 |
| Mar 2026 |
18 |
| Apr 2026 |
8 |
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
7 |
| Apr 2026 |
6 |
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Canada |
67 |
| United Kingdom |
10 |
| United States |
6 |
| Ireland |
4 |
| Indonesia |
2 |
| Australia |
1 |
| 4 others |
4 |
|
| Contextual inquiry: seven guideposts of investigating a community's context |
20.500.14069/1254 |
34 |
49 |
217 |
0.16 |
0.23 |
| Mar 2026 |
6 |
| Apr 2026 |
5 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| Mar 2026 |
10 |
| Apr 2026 |
9 |
| May 2026 |
5 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
13 |
| Sep 2026 |
0 |
|
| United States |
26 |
| Costa Rica |
5 |
| United Kingdom |
1 |
| South Korea |
1 |
| Singapore |
1 |
|
| Strategies for embedding engineering for sustainable development in undergraduate teaching |
20.500.14069/1251 |
19 |
12 |
217 |
0.09 |
0.06 |
| Mar 2026 |
2 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
|
| Mar 2026 |
3 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| United States |
12 |
| United Kingdom |
4 |
| Netherlands |
2 |
| Kenya |
1 |
|
| Exploring engineering identity development through an arts-based approach |
20.500.14069/1260 |
6 |
12 |
217 |
0.03 |
0.06 |
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| United Kingdom |
5 |
| United States |
1 |
|
| Integrating systems thinking and essential skills into chemistry education: the CLEAR initiative for sustainability |
20.500.14069/1253 |
32 |
67 |
217 |
0.15 |
0.31 |
| Mar 2026 |
5 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
8 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
7 |
| Apr 2026 |
4 |
| May 2026 |
2 |
| Jun 2026 |
44 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Netherlands |
27 |
| United Kingdom |
5 |
|
| Mathematics in engineering education as a catalyst for diversity, sustainability, and global impact |
20.500.14069/1287 |
9 |
11 |
217 |
0.04 |
0.05 |
| Mar 2026 |
2 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
4 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
4 |
| Indonesia |
2 |
| Ghana |
1 |
| Netherlands |
1 |
| Philippines |
1 |
|
| What's wrong with 'engineering education for sustainable development?': it must be required |
20.500.14069/1257 |
20 |
16 |
217 |
0.09 |
0.07 |
| Mar 2026 |
1 |
| Apr 2026 |
3 |
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| Mar 2026 |
0 |
| Apr 2026 |
5 |
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
|
| United States |
12 |
| United Kingdom |
3 |
| Sweden |
2 |
| Bangladesh |
1 |
| Ghana |
1 |
| India |
1 |
| 1 others |
1 |
|
| Reality check of sustainable engineering education: exploring the leverage power of early graduates in the workplaces |
20.500.14069/1271 |
9 |
9 |
217 |
0.04 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
6 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Finland |
4 |
| United Kingdom |
4 |
| United States |
2 |
|
| Decolonizing relationships: moving from an empowerment to agency mindset in international engineering interventions |
20.500.14069/1292 |
70 |
24 |
217 |
0.32 |
0.11 |
| Mar 2026 |
38 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
2 |
|
| Mar 2026 |
8 |
| Apr 2026 |
0 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
|
| United States |
51 |
| United Kingdom |
12 |
| Canada |
3 |
| Germany |
1 |
| Guatemala |
1 |
| India |
1 |
| 1 others |
1 |
|
| Introduction of electronic lab notebooks in engineering education - opportunities for a cultural change |
20.500.14069/1268 |
48 |
2 |
217 |
0.22 |
0.01 |
| Mar 2026 |
6 |
| Apr 2026 |
5 |
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
No download data
|
| Germany |
32 |
| United Kingdom |
15 |
| Ukraine |
2 |
| United States |
1 |
|
| Waterworks: an innovative attempt at promoting careers in environmental engineering |
20.500.14069/1244 |
6 |
8 |
217 |
0.03 |
0.04 |
| Mar 2026 |
2 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
5 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
2 |
| South Korea |
2 |
| China |
1 |
| United States |
1 |
|
| Relational, place-based learning for the energy transition through the application of social frameworks |
20.500.14069/1289 |
22 |
12 |
217 |
0.10 |
0.06 |
| Mar 2026 |
2 |
| Apr 2026 |
1 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
2 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Australia |
10 |
| United Kingdom |
10 |
| Ireland |
1 |
| United States |
1 |
|
| Resources for embedding EDI in teaching - processes and lessons learnt |
20.500.14069/1265 |
12 |
18 |
217 |
0.06 |
0.08 |
| Mar 2026 |
1 |
| Apr 2026 |
3 |
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
4 |
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
8 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
12 |
| Poland |
1 |
|
| Fostering values thinking in engineering students through a game-based sustainability intervention |
20.500.14069/1288 |
16 |
17 |
217 |
0.07 |
0.08 |
| Mar 2026 |
1 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
2 |
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
11 |
| Spain |
1 |
| Hong Kong |
1 |
| Sweden |
1 |
| Thailand |
1 |
| United States |
1 |
|
| Categorising sustainability learning outcomes in engineering |
20.500.14069/1284 |
58 |
0 |
217 |
0.27 |
0.00 |
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
4 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
No download data
|
| Spain |
22 |
| United Kingdom |
20 |
| Germany |
4 |
| Portugal |
4 |
| Netherlands |
3 |
| Ireland |
2 |
| 2 others |
3 |
|
| Navigating complexity and embracing uncertainty: teaching participatory leadership in engineering education |
20.500.14069/1281 |
71 |
397 |
217 |
0.33 |
1.83 |
| Mar 2026 |
34 |
| Apr 2026 |
8 |
| May 2026 |
11 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
11 |
| Sep 2026 |
0 |
|
| Mar 2026 |
87 |
| Apr 2026 |
12 |
| May 2026 |
3 |
| Jun 2026 |
12 |
| Jul 2026 |
4 |
| Aug 2026 |
9 |
| Sep 2026 |
3 |
|
| Sweden |
49 |
| Norway |
10 |
| United Kingdom |
7 |
| UAE |
2 |
| Australia |
2 |
| Switzerland |
2 |
| 6 others |
7 |
|
| Redesigning petroleum engineering for a sustainable future: integrating clean energy and biofuels into university curriculum |
20.500.14069/1245 |
21 |
21 |
217 |
0.10 |
0.10 |
| Mar 2026 |
0 |
| Apr 2026 |
5 |
| May 2026 |
10 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
17 |
| May 2026 |
3 |
| Jun 2026 |
4 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
24 |
| China |
1 |
| Malaysia |
1 |
| United States |
1 |
|
| Dangers of the technical fix, techno-optimism, technological inevitability and the stories we tell |
20.500.14069/1256 |
57 |
45 |
217 |
0.26 |
0.21 |
| Mar 2026 |
12 |
| Apr 2026 |
15 |
| May 2026 |
8 |
| Jun 2026 |
9 |
| Jul 2026 |
4 |
| Aug 2026 |
4 |
| Sep 2026 |
1 |
|
| Mar 2026 |
7 |
| Apr 2026 |
9 |
| May 2026 |
4 |
| Jun 2026 |
9 |
| Jul 2026 |
3 |
| Aug 2026 |
10 |
| Sep 2026 |
0 |
|
| United States |
15 |
| Saudi Arabia |
7 |
| United Kingdom |
6 |
| Canada |
5 |
| Germany |
5 |
| Chile |
4 |
| 9 others |
17 |
|
| Introducing ethical sustainability dilemmas in nuclear engineering education |
20.500.14069/1249 |
43 |
21 |
217 |
0.20 |
0.10 |
| Mar 2026 |
9 |
| Apr 2026 |
6 |
| May 2026 |
15 |
| Jun 2026 |
3 |
| Jul 2026 |
5 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
|
| Mar 2026 |
3 |
| Apr 2026 |
8 |
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Sweden |
30 |
| United Kingdom |
6 |
| United States |
5 |
| Canada |
3 |
| Kazakhstan |
3 |
| Netherlands |
2 |
| 4 others |
4 |
|
| Embedding sustainability concepts into a renewable energy class |
20.500.14069/1269 |
6 |
9 |
217 |
0.03 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
|
| Handprint of ESD - case universities of applied sciences in finland |
20.500.14069/1242 |
78 |
36 |
217 |
0.36 |
0.17 |
| Mar 2026 |
50 |
| Apr 2026 |
6 |
| May 2026 |
8 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
24 |
| Apr 2026 |
5 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Finland |
65 |
| United States |
9 |
| United Kingdom |
2 |
| Sweden |
2 |
| Germany |
1 |
| Ireland |
1 |
| 2 others |
2 |
|
| Project-based studies strengthening expertise in circular economy and responsibility-case mechanical engineering |
20.500.14069/1283 |
41 |
10 |
217 |
0.19 |
0.05 |
| Mar 2026 |
11 |
| Apr 2026 |
9 |
| May 2026 |
13 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
1 |
| Apr 2026 |
4 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Finland |
41 |
| United Kingdom |
1 |
| Netherlands |
1 |
|
| Pre- and post-module assessment of improvement in systems thinking among design engineering students: an interactive case study-based approach |
20.500.14069/1261 |
14 |
14 |
217 |
0.06 |
0.06 |
| Mar 2026 |
0 |
| Apr 2026 |
0 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
2 |
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| United Kingdom |
13 |
| United States |
1 |
|
| Piloting circular economy initiatives in an educational maker space |
20.500.14069/1270 |
30 |
25 |
217 |
0.14 |
0.12 |
| Mar 2026 |
8 |
| Apr 2026 |
8 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
5 |
| Sep 2026 |
0 |
|
| Mar 2026 |
6 |
| Apr 2026 |
10 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
0 |
|
| United States |
18 |
| United Kingdom |
11 |
| Malaysia |
1 |
|
| Asymmetrical innovation; AI as educational disruptor or as ethical-ecological tinderbox? |
20.500.14069/1285 |
32 |
26 |
217 |
0.15 |
0.12 |
| Mar 2026 |
4 |
| Apr 2026 |
14 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
16 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Ireland |
22 |
| United Kingdom |
6 |
| France |
2 |
| United States |
2 |
|
| Integrating sustainability competencies into molecular biotechnology engineering education: a strategic approach |
20.500.14069/1279 |
42 |
15 |
217 |
0.19 |
0.07 |
| Mar 2026 |
35 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
|
| Mar 2026 |
11 |
| Apr 2026 |
2 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
|
| Sweden |
31 |
| United Kingdom |
4 |
| China |
2 |
| Ukraine |
2 |
| Belgium |
1 |
| Malaysia |
1 |
| 1 others |
1 |
|
| Writing for sustainability in work-based projects |
20.500.14069/1252 |
27 |
8 |
217 |
0.12 |
0.04 |
| Mar 2026 |
0 |
| Apr 2026 |
3 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
|
| Mar 2026 |
0 |
| Apr 2026 |
1 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
|
| United Kingdom |
25 |
| United States |
2 |
|