Bridging Accreditation and SDGs through Outcome-Based Education: Pathways for Transforming Engineering Curricula

Abstract

The convergence of global sustainability challenges and the Fourth Industrial Revolution (IR 4.0) has amplified the need for transformative approaches in engineering education and accreditation. This paper explores how the newly launched Engineering Accreditation Standard 2024 (EAC2024) by the Board of Engineers Malaysia (BEM) serves as a strategic platform to embed both the Sustainable Development Goals (SDGs) and Environmental, Social, and Governance (ESG) values into engineering curricula through Outcome-Based Education (OBE). ESG, a framework widely adopted in the corporate and policy world, emphasises responsible environmental stewardship, social inclusivity, and strong governance—values that are increasingly vital in engineering practice. Through constructive alignment and gap analysis, this paper illustrates how EAC2024’s 11 Graduate Attributes map directly to SDG and ESG-aligned competencies, such as sustainable design (PO3), global and societal impact (PO6), ethical practice (PO7), and lifelong learning (PO11). Besides, the paper discussed the implementation pathways including curriculum reform, authentic and inclusive assessments, stakeholder engagement, and integration of Generative AI. Case studies from Malaysia such as Service Learning Malaysia-University for Society (SULAM) and capstone projects, demonstrate real-world alignment. Ultimately, accreditation is positioned as a catalyst for producing engineers ready to lead in building a sustainable, inclusive, and ethically grounded future.