Sustainability in architectural engineering curricula: A case study of the United Arab Emirates University
Abdu RAUF, Afra ALAMERI, Lujaina AL MADHANI, Mahmoud HAGGAG
Abstract. Sustainability is becoming an essential priority for the built environment, with architectural engineers playing a critical role in creating resource-efficient, environmentally conscious, and socially inclusive buildings and infrastructure. This paper evaluates the integration of sustainability within the undergraduate Architectural Engineering (BS-AE) curriculum at the United Arab Emirates University (UAEU), recognizing education as a essential driver for training future graduates to address climate change, resource depletion, and urbanization challenges. Based on a detailed review of course syllabi, the study systematically assesses the extent to which various sustainability concepts across environmental, economic, and social dimensions are integrated in the architectural engineering curricula. A scoring framework (0–5 scale) is applied to analyze core and capstone courses in relation to the concepts such as energy efficiency, renewable energy, green building regulations, circular economy, community engagement, and life cycle assessment. The findings show a progressive integration of sustainability, where introductory courses offer weak or moderate integration, while advanced design studios and capstone projects show strong integration across these three sustainability dimensions. Environmental themes, such as energy efficiency and green building regulations were consistently emphasized, while social and economic dimensions, including affordability and community engagement were less systematically addressed. The results highlight the strengths of the curriculum related to the environmentally focused sustainability knowledge while highlighting the need for enhanced integration of social and economic aspects. These findings provide practical insights for improvements in curriculum, supporting UAE’s national sustainability agenda and broader global goals. Fragmented coverage, lack of interdisciplinary linkages, and insufficient experiential learning opportunities were found to be the main challenges. This study recommends to strengthen sustainability education through its integration across the curriculum, extended use of simulation and BIM tools, and enhanced alignment with sustainability goals in the region. By highlighting strengths and gaps, this study contributes to ongoing efforts to holistically integrate sustainability in architectural engineering education, offering insights relevant to UAEU and similar programs worldwide.
Keywords
Sustainability Integration, Architectural Engineering Education, Curriculum Assessment, Life Cycle Thinking, United Arab Emirates University
Published online 6/20/2026, 7 pages
Copyright © 2026 by the author(s)
Published under license by Materials Research Forum LLC., Millersville PA, USA
Citation: Abdu RAUF, Afra ALAMERI, Lujaina AL MADHANI, Mahmoud HAGGAG, Sustainability in architectural engineering curricula: A case study of the United Arab Emirates University, Materials Research Proceedings, Vol. 67, pp 936-942, 2026
DOI: https://doi.org/10.21741/9781644904176-127
The article was published as article 127 of the book Climate Action and Sustainability
Content from this work may be used under the terms of the Creative Commons Attribution 3.0 license. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
References
[1] IEA and UNEP, 2018 Global Status Report – Towards a zero-emission, efficient and resilient buildings and construction sector. 2018.
[2] Saradara, S. M., et al. Construction and Demolition Waste Management in Affluent Economies in Transition: Implementing the 3R Strategy. in Advances in Engineering Management, Innovation, and Sustainability. 2024. Cham: Springer Nature Switzerland.
[3] Cleveland, D., L. Nguyen Van Thang, and C. Nguyen Tran Mai Chi, Integrating Sustainability in Higher Education Curricula. Ascilite Publications, 2023. https://doi.org/10.14742/apubs.2023.543
[4] Kioupi, V. and N. Voulvoulis, Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes. Sustainability, 2019. https://doi.org/10.3390/su11216104
[5] Vehmaa, A., M. Karvinen, and M. Keskinen, Building a More Sustainable Society? A Case Study on the Role of Sustainable Development in the Education and Early Career of Water and Environmental Engineers. Sustainability, 2018. 10(8): p. 2605.
[6] Abouelkhier, N., et al., Enhancing Construction Management Education through 4D BIM and VR: Insights and Recommendations. Buildings, 2024. 14(10): p. 3116.
[7] France, J., et al., Engineering students’ agency beliefs and career goals to engage in sustainable development: differences between first-year students and seniors. International Journal of Sustainability in Higher Education, 2022. 23(7): p. 1580-1603. https://doi.org/10.1108/IJSHE-04-2021-0161
[8] David, T., Meeting the Challenges of Engineering a Sustainable Future. GEOMATE Journal, 2018. 14(43): p. 8-18.
[9] El-Feki, S. and I. Kenawy, Integrating sustainability within architectural education in Cairo. Resourceedings, 2018. 1(1): p. 33-41.
[10] Calikusu, A. N., A. B. Çakmaklı, and İ. G. Dino, The Impact of Architectural Design Studio Education on Perceptions of Sustainability. International Journal of Architectural Research Archnet-Ijar, 2022. https://doi.org/10.1108/arch-09-2021-0251
[11] Guerra, A., Integration of Sustainability in Engineering Education. International Journal of Sustainability in Higher Education, 2017. https://doi.org/10.1108/ijshe-02-2016-0022
