Assessing the Impact of Interdisciplinary Design Challenges on Student Learning, Employability and Graduate Outcomes: A Longitudinal Study in HE

Abstract

This work in progress paper presents an ongoing study at Aston University on embedding integrative and transformative Education for Sustainable Development (ESD) into engineering curricula and assessing the long-term impact of integrated interdisciplinary design challenges on student learning, employability and graduate outcomes. Since their introduction in 2019, these challenges have evolved into structured components within the formal curriculum and aim to foster sustainability competencies aligned with UNESCO's ESD framework. Using a mixed-methods approach, the study evaluates real-world, sustainability-focused projects codesigned with industry and community partners. The paper outlines the research methodology, planned work and work in progress, and preliminary findings, as well as the anticipated outcomes of the evaluation of impact on student professional skills development, employability and graduate outcomes. Early findings indicate that challenge participation has led to enhanced problem-solving, collaboration, and ethical decisionmaking skills, as well as increased confidence in overall communication competencies. Preliminary data also points to improved employability and graduate outcomes as a result of challenge participation. As such, this paper provides valuable insights for ESD curriculum development and underscores the role of real-world, sustainability-focused projects in fostering competencies relevant to industry needs. Our work aims to highlight the transformational impact on students of integrating similar ESD initiatives within curricula and signpost methodologies and principles to support HEIs in their effective adoption and implementation.