This study investigates the integration of sustainability principles into undergraduate
STEM (Science, Technology, Engineering, and Mathematics) curricula through project-based
learning (PBL), with the goal of enhancing students’ ability to engage with complex
environmental challenges in a holistic and solutions-oriented manner. Responding to
the global call for transformative education aligned with the Sustainable Development
Goals (SDGs), this research explores how PBL can be operationalized within higher
education to cultivate sustainability competencies.
The research was conducted at the Bucharest University of Economic Studies (ASE),
a prominent Romanian institution with a strategic focus on sustainability, digital
transformation, and interdisciplinary innovation. Its commitment to aligning education
with global and regional development priorities provided an appropriate context for
piloting and evaluating sustainability-infused pedagogical approaches.
The study began with a structured online scoping review that identified 72 peer-reviewed
articles and institutional reports published between 2015 and 2023 across major academic
databases (Scopus, Web of Science, and ERIC). After applying inclusion criteria—focused
on undergraduate STEM education, sustainability integration, and project-based learning—29
sources were retained for in-depth analysis. The review identified key theoretical
and practical gaps, particularly regarding the alignment between active learning strategies
and sustainability outcomes, informing the structure and content of the intervention.
Based on these insights, the authors co-developed three interdisciplinary PBL modules
embedded within undergraduate courses in environmental management, sustainable technologies,
and digital tools for ecological planning. These modules addressed regionally relevant
sustainability issues such as optimizing photovoltaic energy deployment in urban districts,
improving waste collection through data-informed decision-making, and designing participatory
climate adaptation strategies at the community level. Instruction was delivered through
blended learning models that included online collaborative platforms to support engagement
and formative assessment.
