Sustainability-Focused Integrated Civil Engineering

Research and Education

Zoltán Orbán

1,2 a

and Marcus Juby

Department of Civil Engineering, Faculty of Engineering and Information Technology,

University of Pécs, 7624 Boszorkány u. 2., Pécs, Hungary

Structural Diagnostics and Analysis Research Group, Faculty of Engineering and Information Technology,

University of Pécs, 7624 Boszorkány u. 2., Pécs, Hungary

Keywords: Sustainability-focused Education, International Collaboration in Teaching, Sustainability Research,

Recycling Concrete, Smart Monitoring, 3D Concrete Printing

Abstract: The built environment and construction industry has a huge impact on the usage of the worlds resources, and

tertiary education has a major role to play in training engineers who consider different aspects of sustainability

in their studies and future work. The purpose of this paper is to explore the importance of sustainability in

tertiary education and the initiatives that a university can take to integrate sustainability into its teaching

programmes and research. The paper argues that universities have a critical role to play in creating a

sustainable future and describes some courses and programmes that the University of Pécs has implemented

in incorporating sustainability into the curriculum. It also details the role that international collaboration can

play in education, especially when applying an integrated project-based learning approach to solve real world

problems. The paper then outlines several research activities that it carries out and the relevance to

sustainability, such as recycling concrete, 3D printing and smart monitoring of structures, and how it is

important to include students and industrial partners in research. The paper concludes that by embracing

sustainability, universities can not only play a crucial role in addressing the environmental challenges of our

time, but also help create a more equitable and just world for future generations.

1 INTRODUCTION

It is clear that the built environment and construction

industry has a massive impact on our environment.

According to the World Green Building Council,

buildings are currently responsible for over 40% of

global energy related carbon emissions and 50% of

all extracted materials. Additionally, global building

stock is expected to double by 2060 as a result of a

growing population and urbanization (WGBC, 2019).

This means that engineers have a critical role

reducing the amount of resources consumed and

pollution produced, as well as taking into

consideration other global inhabitants’ needs and the

needs and demands of future generations.

It also means that universities training engineers

are well placed to introduce concepts of sustainability

at the undergraduate and postgraduate level through

directed teaching and research activities. This paper

https://orcid.org/0000-0002-9721-6216

https://orcid.org/0000-0002-9121-4527

describes the activities of the Institute of Smart

Technology in the field of tertiary education and

research regarding sustainability.

2 BACKGROUND

The University of Pécs (UP) is the oldest university

in Hungary and was originally founded in 1367. It is

made up of 10 faculties including economics,

medicine, law, and art, as well as the Faculty of

Engineering and Information Technology (FEIT).

More than 20,000 students attend the university and

approximately 4,500 are international students. The

FEIT offers several undergraduate and postgraduate

programs in architecture, computer science, design,

and engineering in both Hungarian and English.

There are approximately 3,000 students at the faculty

Orbán, Z. and Juby, M.

Sustainability-Focused Integrated Civil Engineering Research and Education.

DOI: 10.5220/0012114300003680

In Proceedings of the 4th International Conference on Advanced Engineer ing and Technology (ICATECH 2023), pages 367-374

ISBN: 978-989-758-663-7; ISSN: 2975-948X

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

367

of which approximately 700 are international

students.

Both the University of Pécs and the Faculty of

Engineering and Information Technology, are

dedicated to incorporating sustainability at both the

institution level and in study and research

programmes. In 2022, the University of Pécs ranked

21st from over 1000 participating universities

according to the UI World University Ranking Green

Metric (https://greenmetric.ui.ac.id/rankings/overall-

rankings-2022). This ranking considers the

infrastructure, transportation, waste, water usage as

well as focus on education and research in the field of

sustainability.

The University of Pécs has a ‘Green University’

(https://zoldegyetem.pte.hu/en) programme where it

has set a series of goals in the fields of sustainability,

waste management, energy and climate change, and

transportation, that it would like to reach by 2030 and

2050. One of the more popular initiatives already

implemented at the university level was the

installation of free water dispensers throughout all the

faculties providing filtered, carbonated or still, hot or

cold water to reduce single use water bottles.

At the faculty level, recently there has been an

increase in the collaboration with other universities in

Europe and in the US in the field of sustainability in

research and teaching.

2.1 Sustainability in Education and

Research

Over the last few decades sustainability has become

more and more important in the world at large and

also in education. Many aspects of sustainability can

be taught and adopted at the university level

especially with engineering students who can play a

relatively large role in the use of resources and

pollution emitted in the construction industry. With

new communication technology becoming

mainstream there are more and more options to

collaborate with other universities on real world

challenges where students have the motivation to

become globally responsible engineers.

2.2 International Collaboration in

Sustainability Education

The arrival of the corona virus pandemic and the

subsequent move to online teaching, ironically,

provided more opportunities for collaboration

between UP FEIT, MSU Denver (Metropolitan State

University Denver) and Brunel University in London.

Two different collaborative courses were taught over

four semesters with lecturers from Pécs, Denver and

Brunel sharing the teaching in their field of expertise.

2.2.1 International Engineering Project

One of these courses, the International Engineering

Project, was based on the Engineering Design

Challenge organized by Engineers without Borders

UK (https://www.ewb-uk.org/), where students

worked in groups to solve design challenges for two

low-income communities in Peru, and the following

year, Aboriginal and Torres Strait Islander

communities in Cape York, Australia. Undergraduate

students from a variety of majors (civil engineering,

architecture, IT, electrical engineering, mechanical

engineering, environmental engineering, sustainable

systems engineering) were divided into mixed groups

with members from MSU Denver, University of

Brunel and UP. In addition to attending the lectures

held weekly, students completed their own research

into the challenges and viable solutions out of class

time. Considering that the groups consisted of

students from three different time zones, different

cultural and academic backgrounds, the end results (a

video and technical report), were consistently high

quality. The Engineering Design Challenge is also a

competition and some of our students built models of

their designs and got selected by the British panel of

judges for further progression in the competition. The

feedback from the students was that the course was a

valuable course, not just for the technical design

component, but also because they got first-hand

experience of doing research and working in groups

towards a common goal. These soft skills of working

in culturally diverse groups from a variety of

academic backgrounds are very much in demand by

employers in our globalised world. Sustainability also

played a major role in the students’ work and their

designs were expected to take into consideration the

local context as well as the sustainable development

goals.

2.2.2 Sustainability in Structures

Another course which also ran for two semesters was

the course Sustainability in Structures, which was a

collaboration between MSU Denver and UP, and was

initially open to MSc structural engineering students,

but later expanded to include MSc architectural

design students and sustainable systems engineers.

As the name of the subject suggests it focused on how

students could incorporate different aspects of

sustainability into their engineering studies and future

work. In addition to the weekly lectures where both

universities gave lectures or organized guest lecturers

from the professional community, students were

expected to carry out their own academic research to

answer specific questions related to aspects of

sustainability in the engineering field. Another

component of the course was participation in an

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intensive design project where students had to come

up with a design for a fire lookout tower one year and

the design of a short span pedestrian bridge the

following year. The intensive project took place

online during the spring break and involved groups

made up of students and lecturers from UP, MSU

Denver and Dortmund University of Applied

Sciences and Arts in Germany.

This close collaboration showed that it was

possible for the faculties to work together and was a

large part of the motivation for a longer

multidisciplinary program dealing with sustainability

in engineering. In 2023, our faculty submitted a

proposed postgraduate programme in Sustainability

for the Built Environment for accreditation to the

Hungarian Accreditation Committee. This

programme started out as a collaboration with MSU

Denver and UP expects to run this joint programme

with MSU Denver in the future.

In 2023, the course Sustainability in Structures no

longer runs in collaboration with MSU Denver, due

to the end of online classes, so it has been reorganised

to provide students with the skills and opportunity to

do research in the field of sustainability and structural

engineering. This course has become a source of

recruitment for students to join one of the faculty’s

research groups where they can make use of the

laboratories and equipment at the university to carry

out research and compile their results for publication

in a journal. The course also teaches students about

the process of carrying out research and the format of

academic studies and articles.

2.2.3 Promoting SDGs in HEI

Our faculty is also taking part in an ERASMUS

funded project in collaboration with the University of

Burgos (Spain), DELFT University (Netherlands)

and Trinity College Dublin (Ireland). JOIN-RISe –

‘Joint development of innovative blended learning in

STEM curricula based on SDGs for a resilient,

inclusive and sustainable education’ aims to provide

support for teachers and promote teaching of the

Sustainable Development Goals (SDGs) at higher

education institutions.

As part of this project, participants at our

institution conducted research about incorporating

sustainable development goals into STEM teaching

programmes. Based on the results of this survey we

identified that there is a real demand for sustainability

in engineering and, although many teachers already

incorporate many aspects of environmental thinking

into their teaching, there remain many challenges that

need to be overcome.

One problem is the compulsory syllabus which

leaves very little time for the introduction of new

material which isn’t directly related to the existing

course material. Another issue is the perceived lack

of materials available for teachers and a lack of time

and resources to create new material.

To overcome some of these issues there are

numerous recommendations and guidelines that aim

to assist with our faculty and other HEI to transition

to a more sustainably inclusive curriculum. It is

important to note that some of these guidelines may

not be suitable for every institution but using a

combination depending on the priorities and

individual nature of the teaching programme is likely

to be the best approach.

Universities need to encourage teachers to either

develop new courses which directly focus on

sustainability or incorporate different aspects of

sustainability into existing courses. There are a large

number of materials which are free or open source

online such as SDG Academy which offer a curated

collection of short and longer courses that can be

adapted for use at a university. An up-to-date

database of suitable activities which are categorised

according to STEM subject and SDG needs to be

compiled where teachers can get immediate access to

teaching materials which they can either use off the

shelf or adapt to their situation. Ideally each

institution would have their own local platform where

teachers can signify if they have used a resource to

avoid constant repetition by another teacher for the

same class of students.

The survey showed that a lack of preparation time

is a primary reason for teachers not developing their

own teaching resources. This is especially true if it is

an area outside of the teacher’s area of expertise.

Funding and time is needed to allow teachers to

develop their own course material that focuses on

raising awareness and educating students about

SDGs. It is important that teachers realise that they

are changing the beliefs and values of students rather

than just transferring knowledge. The Faculty of

Engineering and Information Technology has a large

number of international students who attend as part of

the Hungarian Stipendium Scholarship, and many of

these students are from low- or medium-income

countries, and it is important that students can see

how they can transfer their knowledge to their own

communities through their work upon graduating.

Tandon and Chakrabarty (2018) note that

engaged teaching means building partnerships with

local actors, and that teaching all subjects become

more engaged when dealing with the real world and

society and not just restricted to the classroom. It with

this mentality that the faculty sets specific tasks with

students to solve a real-life challenge, making it more

engaging for students, where they can see how real

communities might benefit from their actions. A good

example of this is the Engineers without Borders

Design Challenge (https://www.ewb-

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369

uk.org/upskill/design-challenges/) which deals with

real-world problems in disadvantaged communities

abroad. The concept behind the Design Challenge can

also be adapted to solve problems in local

communities where students conduct fieldwork and

research allowing them to better see the local context

and how people’s lives can be improved through

sensible design. By having multidisciplinary groups,

especially from a variety of cultures, it allows

students to explore more viewpoints, and learn to

negotiate when coming up with a design and gives

student experience that they will have to face when

they graduate and will interact with other

professionals outside their field of specialisation.

Students at the faculty were invited by the

Engineers without Borders UK to form a student

chapter of the organisation. This is a student run

organisation with the aim of “advocating for globally

responsible practice through extracurricular

activities” (https://www.ewb-uk.org/student-

chapters/). As part of this initiative, there have been

multiple activities which have been organised,

including engineering students visiting secondary

schools to talk about the importance of sustainability

in engineering, running workshops, taking part in

competitions, organising guest speakers, networking

activities, etc. In 2023, the Pécs chapter applied for

funding to expand the number of outreach events that

will be held to reach a larger number of secondary and

university students in the local community.

2.2.4 Collaboration with Industrial Partners

According to Tandon, structured and regular

interactions with local actors may also generate

research questions that have relevance for sustainable

development goals (Tandon, 2017). Our university

has numerous relationships with business partners in

the construction and engineering industry and these

collaborations provides a source of recruitment for

companies and widens the scope of potential research

topics to include real world projects that these

companies face. Industrial partners can often provide

funding, materials, and equipment to support research

and the university can provide the specialised

research labs and expertise to conduct research. These

collaborations are a way to bridge the gap between

academia and industry, leading to more effective

transfer of knowledge and technology and by

involving both academia and industry there is a

greater possibility of coming up with more innovative

and cost-effective solutions. If a university can

demonstrate that they are committed to addressing

real challenges, it can also enhance the reputation of

the university.

2.3 Involving Students in Research

Through education and collaboration with industrial

partners in the field of civil engineering, our students

are involved in several research projects focusing on

issues related to the sustainability of the built

environment. An overview of these is given in the

following sections.

2.3.1 Innovative Recycling of Concrete

Waste

Concrete is one of the most widely used materials in

the world and it is estimated that it will continue to be

used in increasing quantities in the future. It is

perhaps the most important material for our built

environment, but its production and use still produces

huge CO

emissions with the technologies currently

used (Andrew, 2018). Besides cement, an essential

component of concrete structures is aggregate, which

has become more and more difficult to source without

significant energy consumption and environmental

damage. It is a non-renewable raw material, and its

reserves are depleting. The expected demand for

more and more demolition of our existing concrete

and reinforced concrete structures due to

deterioration and obsolescence will create a huge

amount of waste in the future. The storage of concrete

waste may soon become a major environmental

problem, as the trends indicate that the amount of

concrete waste from the construction industry going

to landfill will increase year by year (Katz, 2004).

Solving the problem of recycling concrete waste from

construction is therefore a priority for society.

While the use of recycled concrete has recently

increased significantly in several countries across

Europe, in Hungary this process seems to be much

slower. Perhaps the most important obstacle to the

uptake of the technology in Hungary, apart from the

lack of sufficient domestic experience and the

strictness of current regulations, is the fact that there

is generally a lack of customer demand. It is,

however, a welcome trend that the selective

collection and preparation of construction and

demolition waste for recycling is becoming more and

more common in the domestic construction industry.

A good example of this is the management of

waste from the demolition of the 25-storey "High-

rise" building in Pécs in 2016 (Figure 1), which alone

generated more than 22,000 tonnes of debris. Despite

the fact that demolished concrete debris is considered

a good quality raw material and is relatively

homogeneous, its recycling as a raw material for

concrete has not yet been fully achieved, and a

significant part is still stored awaiting further use

(Figure 2).

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In the domestic context, too, the majority of

collected concrete waste is used for backfilling and

road construction, even though a large part could be

used as a concrete aggregate, even if it meets higher

quality requirements.

Figure 1: Demolition of High-Rise Building in Pécs, 2016.

Despite the current difficulties, it is clear that

concrete recycling is a key element for the future

sustainability of our built environment. Based on the

above mentioned background, the UP FEIT, together

with industrial partners, has launched an extensive

research programme on the recyclability of concrete.

One of the main objectives of the research is to

provide a broad knowledge of concrete technology

and laboratory background to help identify and

overcome barriers to concrete recycling, based on the

knowledge of the domestic situation.

Figure 2: Processing and landfilling of the concrete rubble

of the Pécs High-rise building.

In the framework of the programme, several tests

have been carried out by university students on the

usability of different recycled and reclaimed concrete

aggregates, including an analysis of the concrete

aggregate from the demolition of the "High-rise"

building in Pécs, mentioned earlier. The tests showed

that, contrary to popular belief, even higher

compressive strength can be achieved using recycled

aggregates than using only natural aggregates, with

essentially the same concrete composition. Our

studies have shown that the main problem is not to

achieve the required compressive strength, but to

optimise the mix design in order to obtain a mix with

adequate fresh concrete properties (consistency,

durability, workability) (Kashkash et. al, 2021).

The widespread industrial application of recycled

concrete requires not only the optimisation of the

material properties of the end products. It could be

equally important to analyse the health risks of

recycling, to minimise or even reach negative CO

emissions over the life cycle of the products

produced, and explore other possibilities for using the

raw materials including innovative energy storage

solutions for other industrial sectors. For a wide range

of applications in the construction industry, it is

generally necessary to increase the performance of

concrete products produced and the safety of the

production process. This not only concerns strength

properties, but also other characteristics such as

durability and workability. In order to optimise the

process, it is necessary to improve the current design

process and the testing methodology prior to concrete

design. Based on the measurable properties of a given

concrete waste raw material (which may even be in

its pre-consumer state), the composition of the

recycled concrete mix can be optimised for specific

applications (Czoboly et. al, 2021).

The results of the research have been effectively

integrated into the curriculum, in the development of

which our students have been actively involved.

Several theses, conference presentations and student

competition papers have been produced based on

these research results.

2.3.2 Reuse of tyre steel wires in concrete

It is estimated that more than one billion used tyres

are generated worldwide every year. The reuse of the

steel wires in tyres for industrial purposes is difficult.

However several researchers have proposed an

alternative solution whereby steel fibres extracted

from tyres are used in concrete technology (Wang et.

al, 2000).

With the participation of our university students,

a research project was launched on the

environmentally and economically sustainable

recycling of steel wires in used tyres. In this

application, the steel wires extracted from tyres

(Figure 3) are mixed with concrete to modify its

mechanical properties.

One of the main problems when mixing steel

fibres extracted from tyres into fresh concrete is that

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371

the fibres tend to clump together, making it difficult

to mix and distribute the fibres evenly. These steel

fibres have irregular geometric properties and often

contain rubber particles on their surface. However,

with proper preparation, these impurities can be

removed. The research showed that fibres extracted

from tyres improve the overall properties of hardened

concrete, apart from difficulties in mixing

(Senesavath et. al, 2022). As this mixture is produced

by recycling waste material, it is considered an

environmentally friendly and economical solution.

Figure 3: Steel wires extracted from used tyres.

2.3.3 Smart Monitoring

The sustainability of our built environment can be

promoted not only by creating new buildings with the

right criteria, but also by extending the life of existing

buildings. In many cases, the maintenance and

demolition costs of existing structures are

significantly higher than the costs of their

construction, but in engineering design practice,

whole-life cycle costs and environmental impacts are

rarely taken into account. However, the focus should

always be on whole-life optimisation and improving

life-cycle performance rather than on minimising

initial (or short-term) costs in the implementation and

operation of a building.

Structural reliability and resilience are very

important elements of life-cycle performance. This

refers in particular to the robustness and adaptability

of structures to changing conditions, while

maintaining their functionality and safety, even after

various extreme events (e.g. natural disasters,war acts,

etc.). The tools for designing structures for increased

resilience include, among others, the choice of

materials, structural connections, structural systems

with adequate durability and ductility, but the

provision of structures with appropriate diagnostic and

monitoring systems to allow timely intervention in

case of adverse deterioration of the structural

condition is currently an unexploited area (Orbán,

1997). This can significantly increase the safety of the

built environment, reduce the costs of reconstruction

in the event of natural disasters, increase the life

expectancy of structures and, in the long term, reduce

the use of additional building materials and the

problem of waste disposal due to demolition.

Advanced building monitoring systems are able to

collect data on the condition of buildings and their

environment in an integrated way. Experience over the

past decades has shown that, in addition to the

parameters that determine thermal performance and

occupant comfort (e.g. noise, temperature, humidity,

and volatile organic compounds), it is also useful

to monitor the structural condition of buildings.

Procedures based on the combined use of several,

mainly non-destructive, structural diagnostic and

monitoring methods can be effectively applied in the

investigations of buildings and structures (Orbán,

2006).

Structural Health Monitoring (SHM) systems use

sensors and data collection devices to collect

information on the state characteristics of the

building's load bearing structures and the

environmental factors relevant to their functioning,

and then analyse the measured data to assess the

condition of the structure. The primary objective of

continuous data collection and assessment is to

provide early warning of any deterioration that may

threaten the safety of the structures or their

environment. The collection and evaluation of data

can also provide vital information for subsequent

decisions regarding renovation, maintenance or

strengthening.

Smart monitoring systems usually automatically

provide real-time data on the condition of structures

over long periods of time and combine data collection,

transmission, storage and analysis in an integrated

system. In recent decades, this type of monitoring

technology has become a popular research topic in the

field of asset management and, like computing, has

developed very rapidly. Today, there is a very wide

range of monitoring measuring devices and equipment

operating on different principles.

Figure 4: Instrumental crack monitoring system on a listed

building.

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Measurements can be aimed at the determination

of displacement, vibration, crack width or crack

propagation, corrosion, etc. characteristics at certain

intervals or at continuous measurements. An example

of instrumented crack monitoring on a listed building

is shown in Figure 4.

Satellite radar interferometry (InSAR =

Interferometric Synthetic Aperture Radar) is a

technology that is primarily used to detect surface

deformations. It is processed to derive an

interferogram from the relative phase difference

between two or more images, and then to calculate the

magnitude and velocity of the surface deformation

between the surface of the object under investigation

and the satellite (Line of Sight - LOS). In the case of

multiple images, time series analysis of these images

also reveals the deformation history of the surface

feature, allowing the measurement and monitoring of

periodic or long-term (centimetre or even millimetre

scale) deformations (Figure 5).

Figure 5: Stability monitoring of water tower using InSAR

technique (Orbán et. al, 2021).

The success of this technology in structural

monitoring has been demonstrated in a number of

scientific publications (e.g. Milillo et. at, 2019).

The FEIT Structural Diagnostics and Analysis

Research Group carries out research to harmonise

satellite radar interferometry and diagnostic and

monitoring techniques used in engineering practice.

The aim of the research is the development of a

satellite radar-based displacement monitoring system,

which is used in combination with conventional

monitoring techniques (e.g. geodetic surveys, 3D laser

scanning, drone photogrammetry, monitoring with

crack and displacement sensors, ground-based

interferometric radar surveys, vibration

measurements, etc.), and is complemented by

multidimensional data fusion and numerical

simulation mathematical techniques (Ronczyk et. al,

2022).

2.3.4 3D Concrete Printing

The industrial-scale application of additive

manufacturing technology for construction products

is one of the most important directions of

development in the construction industry today. In

the near future, the construction industry is expected

to experience a technological revolution, one of the

main focuses of which is the application of 3D

printing in construction. Increased accuracy and

optimisation of the entire value chain through

digitalised industrial manufacturing and 3D printing

may significantly reduce CO

emissions, and it is

expected that materials incorporated through printing

will be efficiently recycled at the end of the

structure's useful life. The widespread use of digital

and automated technologies in construction

manufacturing methods is currently at an early stage

compared to other industries, so there is huge

potential for development activities in this area.

Figure 6: 3D Concrete Printing laboratory.

Figure 7: 3D printed concrete wall element.

Our research group is developing a 3D printing

technology chain and printable concrete materials

with university students, in collaboration with

national and international industrial partners (Figure

6 and 7). The research work on materials aims to

develop concrete mixes based on a locally available

river sand aggregates, domestically produced high-

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373

strength cement binders, domestically sourced

additives and chemical admixtures.

An important consideration in the laboratory tests

to determine the composition of concrete, is that the

material of the printable concrete mix must have

sufficient consistency to allow the concrete layer to

be printable, but also sufficient strength, i.e. stability

without significant deformation, to withstand the

stresses caused by subsequent layers (Figure 7).

In addition to concrete mix developments, the

research investigates the specific mechanical

properties of hardened concretes produced by 3D

printing technologies belonging to a given technology

group, as well as the potential for combining them

with 3D metal printing technologies. The research

will also investigate the effects of additional

characteristics and parameters (e.g. anisotropy,

anomalies due to printing layer boundaries and other

geometrical factors, quality irregularities, technology

induced porosity, micro-fibre reinforcement, etc.) on

structural behaviour and load bearing capacity, for

which we do not yet have adequate data to integrate

into the design process.

3 CONCLUSIONS

As documented in the paper the importance of

introducing concepts of sustainability to engineering

students at the undergraduate and graduate level is

significant. Collaboration between different

universities and trying to solve real life engineering

problems can be a key motivator for students to use

their engineering skills as well as soft skills such as

working as part of a team from a variety of different

cultural and academic backgrounds. Collaboration

with industrial partnerships can offer many mutual

benefits to help come up with innovative market

solutions. Active participation of students in research

groups can assist with coming up with viable

sustainable solutions for numerous challenges.

There is an increasing demand for universities to

incorporate concepts of sustainability into the

curriculum and it is up to HEI to cater for this

demand.

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