Sustainability change agents in business transformation - empowerment through training
20.500.14069/1264
|
39 |
54 |
273 |
0.14 |
0.20 |
| May 2026 |
7 |
| Jun 2026 |
3 |
| Jul 2026 |
3 |
| Aug 2026 |
0 |
| Sep 2026 |
10 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| May 2026 |
9 |
| Jun 2026 |
6 |
| Jul 2026 |
8 |
| Aug 2026 |
1 |
| Sep 2026 |
10 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
13 |
| Sweden |
8 |
| Ireland |
6 |
| Finland |
3 |
| United States |
3 |
| Germany |
2 |
| 3 others |
4 |
|
Fostering inclusive leadership and socio-technical skills through systems thinking and mentorship
20.500.14069/1250
|
25 |
21 |
273 |
0.09 |
0.08 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
10 |
| Nov 2026 |
0 |
|
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| Canada |
13 |
| United Kingdom |
4 |
| India |
2 |
| Italy |
2 |
| Sweden |
2 |
| United States |
2 |
| 1 others |
1 |
|
Teaching social sustainability to engineering students with the help of social impact audit tool
20.500.14069/1262
|
55 |
48 |
273 |
0.20 |
0.18 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
6 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| United Kingdom |
11 |
| Finland |
8 |
| Italy |
8 |
| Germany |
6 |
| France |
4 |
| United States |
4 |
| 8 others |
14 |
|
Fostering hope in engineering for sustainable development
20.500.14069/1275
|
123 |
95 |
273 |
0.45 |
0.35 |
| May 2026 |
5 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
57 |
| Sep 2026 |
31 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
9 |
| Jun 2026 |
7 |
| Jul 2026 |
1 |
| Aug 2026 |
29 |
| Sep 2026 |
16 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| United Kingdom |
54 |
| South Africa |
39 |
| Canada |
8 |
| United States |
8 |
| Ireland |
4 |
| Germany |
2 |
| 7 others |
8 |
|
EESD 2025: Engineers as Changemakers
20.500.14069/1241
|
363 |
126 |
273 |
1.33 |
0.46 |
| May 2026 |
18 |
| Jun 2026 |
20 |
| Jul 2026 |
18 |
| Aug 2026 |
8 |
| Sep 2026 |
22 |
| Oct 2026 |
21 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
13 |
| Jul 2026 |
9 |
| Aug 2026 |
4 |
| Sep 2026 |
12 |
| Oct 2026 |
17 |
| Nov 2026 |
0 |
|
| United Kingdom |
129 |
| Finland |
111 |
| Spain |
50 |
| Sweden |
21 |
| United States |
13 |
| Ireland |
9 |
| 15 others |
34 |
|
Organisational structures to drive sustainability integration in engineering education
20.500.14069/1273
|
10 |
12 |
273 |
0.04 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
9 |
| Finland |
1 |
|
Asking the engineering educators: prevalence of sdgs in the engineering curriculum & analysing accreditation requirements
20.500.14069/1255
|
16 |
19 |
273 |
0.06 |
0.07 |
| May 2026 |
0 |
| Jun 2026 |
5 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
6 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
15 |
| Thailand |
1 |
|
Making sustainably: embedding sustainable practices in project-based design engineering
20.500.14069/1293
|
31 |
46 |
273 |
0.11 |
0.17 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
6 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
6 |
| Jun 2026 |
0 |
| Jul 2026 |
8 |
| Aug 2026 |
4 |
| Sep 2026 |
3 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| United Kingdom |
19 |
| Ireland |
5 |
| Netherlands |
4 |
| United States |
2 |
| Finland |
1 |
|
Degrowth by design rather than disaster
20.500.14069/1259
|
31 |
22 |
273 |
0.11 |
0.08 |
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
3 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
14 |
| Germany |
6 |
| United States |
4 |
| Spain |
2 |
| Ireland |
2 |
| Netherlands |
2 |
| 1 others |
1 |
|
Embedding sustainability in engineering education through a multi-disciplinary postgraduate research methods module
20.500.14069/1278
|
14 |
15 |
273 |
0.05 |
0.05 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
6 |
| United States |
3 |
| China |
2 |
| Spain |
1 |
| Norway |
1 |
| Seychelles |
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 |
28 |
273 |
0.03 |
0.10 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
5 |
| Aug 2026 |
1 |
| Sep 2026 |
5 |
| Oct 2026 |
4 |
| Nov 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
|
32 |
27 |
273 |
0.12 |
0.10 |
| May 2026 |
6 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| Spain |
11 |
| 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 |
23 |
273 |
0.06 |
0.08 |
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
8 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
4 |
| Nov 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
|
13 |
10 |
273 |
0.05 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Ireland |
4 |
| United States |
4 |
| United Kingdom |
2 |
| Switzerland |
1 |
| China |
1 |
| Netherlands |
1 |
|
Promoting equity in engineering education for sustainable development through community-based learning and teaching
20.500.14069/1248
|
31 |
19 |
273 |
0.11 |
0.07 |
| May 2026 |
6 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
26 |
| Italy |
2 |
| Brazil |
1 |
| Netherlands |
1 |
| Singapore |
1 |
|
Co-creating sustainability engineering curricula for all: a systems approach to transforming engineering education
20.500.14069/1246
|
27 |
29 |
273 |
0.10 |
0.11 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
3 |
| Aug 2026 |
1 |
| Sep 2026 |
4 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
7 |
| United States |
7 |
| 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
|
50 |
25 |
273 |
0.18 |
0.09 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
5 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
4 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
43 |
| Ireland |
5 |
| Kenya |
1 |
| Sweden |
1 |
|
Co-creating regenerative design frameworks for engineering education and practice
20.500.14069/1258
|
41 |
23 |
273 |
0.15 |
0.08 |
| May 2026 |
6 |
| Jun 2026 |
2 |
| Jul 2026 |
6 |
| Aug 2026 |
7 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
3 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| Canada |
29 |
| 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 |
20 |
273 |
0.02 |
0.07 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
3 |
| United States |
2 |
| Ireland |
1 |
|
Sustainable teaching practices for teaching sustainability
20.500.14069/1266
|
9 |
8 |
273 |
0.03 |
0.03 |
| May 2026 |
3 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| 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
|
42 |
20 |
273 |
0.15 |
0.07 |
| May 2026 |
7 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| May 2026 |
4 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United Kingdom |
33 |
| Italy |
4 |
| Indonesia |
2 |
| 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
|
37 |
21 |
273 |
0.14 |
0.08 |
| May 2026 |
2 |
| Jun 2026 |
5 |
| Jul 2026 |
0 |
| Aug 2026 |
4 |
| Sep 2026 |
4 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Spain |
26 |
| United Kingdom |
6 |
| United States |
3 |
| Germany |
1 |
| Mexico |
1 |
| Thailand |
1 |
| 1 others |
1 |
|
Weaving responsibility into engineering education
20.500.14069/1272
|
13 |
30 |
273 |
0.05 |
0.11 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
6 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
6 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
7 |
| 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
|
39 |
30 |
273 |
0.14 |
0.11 |
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
3 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
6 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United States |
34 |
| United Kingdom |
5 |
|
Staff and student ideals for sustainability in engineering education
20.500.14069/1294
|
10 |
11 |
273 |
0.04 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
8 |
| 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
|
6 |
23 |
273 |
0.02 |
0.08 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
1 |
|
| May 2026 |
2 |
| Jun 2026 |
1 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
6 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
|
Sustainable and equitable energy systems: engineers as changemakers and innovative pedagogy in engineering education
20.500.14069/1286
|
36 |
12 |
273 |
0.13 |
0.04 |
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
0 |
| Aug 2026 |
3 |
| Sep 2026 |
6 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
34 |
| Norway |
2 |
| Poland |
1 |
|
Co-designing encounters with AI in education for sustainable development
20.500.14069/1282
|
3 |
12 |
273 |
0.01 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
|
Integrating sustainability principles into a chemical engineering laboratory curriculum
20.500.14069/1291
|
103 |
56 |
273 |
0.38 |
0.21 |
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
4 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
6 |
| Nov 2026 |
1 |
|
| Canada |
77 |
| United Kingdom |
10 |
| United States |
6 |
| Ireland |
4 |
| Indonesia |
2 |
| Portugal |
2 |
| 5 others |
5 |
|
Contextual inquiry: seven guideposts of investigating a community's context
20.500.14069/1254
|
36 |
55 |
273 |
0.13 |
0.20 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
5 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
5 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
13 |
| Sep 2026 |
1 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United States |
28 |
| 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
|
21 |
18 |
273 |
0.08 |
0.07 |
| May 2026 |
1 |
| Jun 2026 |
3 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
2 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
3 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United States |
13 |
| United Kingdom |
4 |
| Netherlands |
2 |
| Kenya |
1 |
| Seychelles |
1 |
|
Exploring engineering identity development through an arts-based approach
20.500.14069/1260
|
8 |
15 |
273 |
0.03 |
0.05 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
6 |
| Bangladesh |
1 |
| United States |
1 |
|
Integrating systems thinking and essential skills into chemistry education: the CLEAR initiative for sustainability
20.500.14069/1253
|
32 |
73 |
273 |
0.12 |
0.27 |
| May 2026 |
0 |
| Jun 2026 |
8 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
44 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
1 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| Netherlands |
27 |
| United Kingdom |
5 |
|
Mathematics in engineering education as a catalyst for diversity, sustainability, and global impact
20.500.14069/1287
|
10 |
16 |
273 |
0.04 |
0.06 |
| May 2026 |
1 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
4 |
| Indonesia |
2 |
| Ghana |
1 |
| Netherlands |
1 |
| Philippines |
1 |
| South Africa |
1 |
|
What's wrong with 'engineering education for sustainable development?': it must be required
20.500.14069/1257
|
21 |
20 |
273 |
0.08 |
0.07 |
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
2 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United States |
13 |
| 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 |
15 |
273 |
0.03 |
0.05 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
4 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
3 |
| Nov 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
|
89 |
39 |
273 |
0.33 |
0.14 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
3 |
| Sep 2026 |
11 |
| Oct 2026 |
10 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
1 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
7 |
| Oct 2026 |
7 |
| Nov 2026 |
2 |
|
| United States |
67 |
| United Kingdom |
12 |
| Canada |
3 |
| Germany |
1 |
| Guatemala |
1 |
| India |
1 |
| 4 others |
4 |
|
Introduction of electronic lab notebooks in engineering education - opportunities for a cultural change
20.500.14069/1268
|
56 |
3 |
273 |
0.21 |
0.01 |
| May 2026 |
4 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
3 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
No download data
|
| Germany |
40 |
| United Kingdom |
15 |
| Ukraine |
2 |
| United States |
1 |
|
Waterworks: an innovative attempt at promoting careers in environmental engineering
20.500.14069/1244
|
14 |
17 |
273 |
0.05 |
0.06 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
7 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| United States |
9 |
| United Kingdom |
2 |
| South Korea |
2 |
| China |
1 |
|
Relational, place-based learning for the energy transition through the application of social frameworks
20.500.14069/1289
|
22 |
15 |
273 |
0.08 |
0.05 |
| May 2026 |
1 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
2 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 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
|
21 |
22 |
273 |
0.08 |
0.08 |
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
5 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
3 |
| Jul 2026 |
8 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| United Kingdom |
17 |
| Australia |
2 |
| Mauritius |
1 |
| Poland |
1 |
| United States |
1 |
|
Fostering values thinking in engineering students through a game-based sustainability intervention
20.500.14069/1288
|
18 |
24 |
273 |
0.07 |
0.09 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
1 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
2 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
3 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| United Kingdom |
12 |
| United States |
2 |
| Spain |
1 |
| Hong Kong |
1 |
| Sweden |
1 |
| Thailand |
1 |
|
Categorising sustainability learning outcomes in engineering
20.500.14069/1284
|
62 |
0 |
273 |
0.23 |
0.00 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
4 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
No download data
|
| Spain |
22 |
| United Kingdom |
20 |
| Germany |
4 |
| Portugal |
4 |
| Netherlands |
3 |
| United States |
3 |
| 4 others |
6 |
|
Navigating complexity and embracing uncertainty: teaching participatory leadership in engineering education
20.500.14069/1281
|
75 |
427 |
273 |
0.27 |
1.56 |
| May 2026 |
11 |
| Jun 2026 |
3 |
| Jul 2026 |
0 |
| Aug 2026 |
11 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
12 |
| Jul 2026 |
4 |
| Aug 2026 |
9 |
| Sep 2026 |
24 |
| Oct 2026 |
9 |
| Nov 2026 |
0 |
|
| Sweden |
53 |
| 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 |
31 |
273 |
0.08 |
0.11 |
| May 2026 |
10 |
| Jun 2026 |
2 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
4 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
5 |
| Oct 2026 |
5 |
| Nov 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
|
64 |
59 |
273 |
0.23 |
0.22 |
| May 2026 |
8 |
| Jun 2026 |
9 |
| Jul 2026 |
4 |
| Aug 2026 |
4 |
| Sep 2026 |
3 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| May 2026 |
4 |
| Jun 2026 |
9 |
| Jul 2026 |
3 |
| Aug 2026 |
10 |
| Sep 2026 |
4 |
| Oct 2026 |
10 |
| Nov 2026 |
0 |
|
| United States |
16 |
| Germany |
7 |
| United Kingdom |
7 |
| Saudi Arabia |
7 |
| Canada |
5 |
| Chile |
4 |
| 9 others |
20 |
|
Introducing ethical sustainability dilemmas in nuclear engineering education
20.500.14069/1249
|
47 |
27 |
273 |
0.17 |
0.10 |
| May 2026 |
15 |
| Jun 2026 |
3 |
| Jul 2026 |
5 |
| Aug 2026 |
4 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
3 |
| Jun 2026 |
2 |
| Jul 2026 |
4 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| Sweden |
31 |
| United Kingdom |
7 |
| United States |
6 |
| Canada |
3 |
| Kazakhstan |
3 |
| Netherlands |
2 |
| 5 others |
5 |
|
Embedding sustainability concepts into a renewable energy class
20.500.14069/1269
|
6 |
13 |
273 |
0.02 |
0.05 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
|
Handprint of ESD - case universities of applied sciences in finland
20.500.14069/1242
|
80 |
39 |
273 |
0.29 |
0.14 |
| May 2026 |
8 |
| Jun 2026 |
4 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Finland |
65 |
| United States |
9 |
| Egypt |
2 |
| United Kingdom |
2 |
| Sweden |
2 |
| Germany |
1 |
| 3 others |
3 |
|
Project-based studies strengthening expertise in circular economy and responsibility-case mechanical engineering
20.500.14069/1283
|
43 |
14 |
273 |
0.16 |
0.05 |
| May 2026 |
13 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
1 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| Finland |
41 |
| United Kingdom |
1 |
| India |
1 |
| Netherlands |
1 |
| Ukraine |
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 |
21 |
273 |
0.05 |
0.08 |
| May 2026 |
2 |
| Jun 2026 |
0 |
| Jul 2026 |
1 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
0 |
| Nov 2026 |
0 |
|
| May 2026 |
1 |
| Jun 2026 |
4 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
| Oct 2026 |
5 |
| Nov 2026 |
0 |
|
| United Kingdom |
13 |
| United States |
1 |
|
Piloting circular economy initiatives in an educational maker space
20.500.14069/1270
|
36 |
32 |
273 |
0.13 |
0.12 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
3 |
| Aug 2026 |
5 |
| Sep 2026 |
4 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
3 |
| Sep 2026 |
1 |
| Oct 2026 |
6 |
| Nov 2026 |
0 |
|
| United States |
19 |
| United Kingdom |
16 |
| Malaysia |
1 |
|
Asymmetrical innovation; AI as educational disruptor or as ethical-ecological tinderbox?
20.500.14069/1285
|
35 |
36 |
273 |
0.13 |
0.13 |
| May 2026 |
0 |
| Jun 2026 |
1 |
| Jul 2026 |
1 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
2 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
| Oct 2026 |
8 |
| Nov 2026 |
0 |
|
| Ireland |
22 |
| United Kingdom |
8 |
| France |
2 |
| United States |
2 |
| Australia |
1 |
|
Integrating sustainability competencies into molecular biotechnology engineering education: a strategic approach
20.500.14069/1279
|
45 |
19 |
273 |
0.16 |
0.07 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
2 |
| Sep 2026 |
0 |
| Oct 2026 |
3 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
0 |
| Oct 2026 |
4 |
| Nov 2026 |
0 |
|
| Sweden |
31 |
| United Kingdom |
4 |
| China |
2 |
| France |
2 |
| Ukraine |
2 |
| Belgium |
1 |
| 3 others |
3 |
|
Writing for sustainability in work-based projects
20.500.14069/1252
|
28 |
11 |
273 |
0.10 |
0.04 |
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
0 |
| Sep 2026 |
0 |
| Oct 2026 |
1 |
| Nov 2026 |
0 |
|
| May 2026 |
0 |
| Jun 2026 |
0 |
| Jul 2026 |
0 |
| Aug 2026 |
1 |
| Sep 2026 |
2 |
| Oct 2026 |
2 |
| Nov 2026 |
0 |
|
| United Kingdom |
26 |
| United States |
2 |
|
