Comparative evaluation of a mesocurricular pathway for developing ethics, social responsibility, and sustainability competencies in engineering programs

Engineering education faces increasing pressure to prepare professionals capable of addressing global challenges related to Ethics, Social Responsibility, and Sustainability (ESRS) competencies essential for the twenty-first century. This study aimed to evaluate the development of ESRS competencies among engineering students and to identify institutional and demographic factors influencing their level of proficiency. Data were collected from 597 students enrolled in engineering programs at one public and one private university in Colombia. A cross-sectional quasi-experimental design was applied, and statistical analyses were conducted using R and Minitab, including normality tests and comparative analyses (Mann–Whitney U) to ensure methodological rigor. The results showed that students from the private university demonstrated stronger competencies in sustainability, whereas those from the public university excelled in ethics. No significant differences were found in social responsibility between institutions. Additionally, students aged 46 years and older reported greater understanding and application of ESRS competencies. These findings highlight the need to integrate cross-curricular strategies and active learning methodologies to strengthen ESRS development. Equipping engineers with these competencies is crucial for addressing contemporary social and environmental challenges and advancing the United Nations 2030 Sustainable Development Goals

Corporate social responsibility · Engineering education · Higher education · Social responsibility · Statistical analysis · Sustainability · Sustainable development · Engineering Education and Curriculum Development · Higher Education and Sustainability · Sustainability in Higher Education