Student Reflections on a Summer School to achieve SDG 12: A Case Study

In today's landscape of global challenges, the role of the engineer is experiencing a significant transformation. The expectations of engineers are no longer confined to traditional technical expertise; they are increasingly acknowledged as key players in driving sustainable development agendas on a global scale. As nations endeavour to achieve the targets outlined in the United Nations Sustainable Development Goals (SDGs), it becomes critical to equip engineers with a diverse skillset capable of addressingincreasingly intricate and multifaceted projects, often characterised as “wicked” problems. The PROFESS 12 research project was conceived to address the gap between traditional and required skills by piloting a summer school which sought to expose students to opportunities where they can develop some of the required skills. This paper describes the design of the summer school and provides evidence from student feedback of its value. A thematic analysis of student reflections also reveals the hidden benefits of an initiative such as a residential school. A toolkit of resources from the design of this summer school are provided for educators who wish to deliver a similar initiative to enhance skills in engineering students to help achieve the SDGs.