Integrating Sustainability and Research Publication in Civil Engineering Capstone Education: A Longitudinal Work-Integrated Learning Model
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| Title: | Integrating Sustainability and Research Publication in Civil Engineering Capstone Education: A Longitudinal Work-Integrated Learning Model |
|---|---|
| Language: | English |
| Authors: | Tadeh Zirakian (ORCID |
| Source: | Higher Education, Skills and Work-based Learning. 2026 16(2):409-420. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Sustainability, Civil Engineering, Capstone Experiences, Engineering Education, Work Based Learning, Active Learning, Student Projects, Sustainable Development, Undergraduate Students, Public Colleges, Models, Certification, Outcomes of Education, Building Design, Writing for Publication, Student Research |
| DOI: | 10.1108/HESWBL-10-2025-0481 |
| ISSN: | 2042-3896 |
| Abstract: | Purpose: This study examines the impact of integrating sustainability and research publication into civil engineering capstone design education. It aims to demonstrate how project-based learning models aligned with Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) can enhance technical competence, sustainability literacy, and scholarly communication among undergraduate students. Design/methodology/approach: A longitudinal case study was conducted over six academic years (2017-2023) at a large public university in the USA. Student teams completed a two-semester capstone sequence involving the design of conventional residential buildings, followed by sustainable retrofitting based on LEED (Leadership in Energy and Environmental Design) principles. Learning outcomes were evaluated through rubric-based assessments aligned with internationally recognized engineering accreditation outcomes and analyzed through student deliverables, LEED scorecards and publication records. Findings: Results indicate that 67% of teams achieved modeled LEED Gold equivalency, with the remainder attaining silver or certified levels. Five student-led papers were accepted in indexed journals, validating the effectiveness of integrating scholarly publication as a pedagogical strategy. Students exhibited notable gains in systems thinking, ethical reasoning and professional communication, aligning with SDG 4 (Quality Education) and SDG 9 (Industry, Innovation and Infrastructure). Practical implications: The proposed model provides a replicable framework for higher education programs to embed ESD and SDG-aligned competencies through capstone redesign and structured student publication. Originality/value: This study introduces a replicable framework that embeds sustainability, scholarly research and evidence-based design into capstone education. It demonstrates how higher education institutions can operationalize sustainability commitments through curriculum transformation and student-centered research practices that advance both academic and professional competencies. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501710 |
| Database: | ERIC |
| Abstract: | Purpose: This study examines the impact of integrating sustainability and research publication into civil engineering capstone design education. It aims to demonstrate how project-based learning models aligned with Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) can enhance technical competence, sustainability literacy, and scholarly communication among undergraduate students. Design/methodology/approach: A longitudinal case study was conducted over six academic years (2017-2023) at a large public university in the USA. Student teams completed a two-semester capstone sequence involving the design of conventional residential buildings, followed by sustainable retrofitting based on LEED (Leadership in Energy and Environmental Design) principles. Learning outcomes were evaluated through rubric-based assessments aligned with internationally recognized engineering accreditation outcomes and analyzed through student deliverables, LEED scorecards and publication records. Findings: Results indicate that 67% of teams achieved modeled LEED Gold equivalency, with the remainder attaining silver or certified levels. Five student-led papers were accepted in indexed journals, validating the effectiveness of integrating scholarly publication as a pedagogical strategy. Students exhibited notable gains in systems thinking, ethical reasoning and professional communication, aligning with SDG 4 (Quality Education) and SDG 9 (Industry, Innovation and Infrastructure). Practical implications: The proposed model provides a replicable framework for higher education programs to embed ESD and SDG-aligned competencies through capstone redesign and structured student publication. Originality/value: This study introduces a replicable framework that embeds sustainability, scholarly research and evidence-based design into capstone education. It demonstrates how higher education institutions can operationalize sustainability commitments through curriculum transformation and student-centered research practices that advance both academic and professional competencies. |
|---|---|
| ISSN: | 2042-3896 |
| DOI: | 10.1108/HESWBL-10-2025-0481 |
