18/08/2026
📢 FOR IMMEDIATE RELEASE
Breakthrough study uncovering how engineering capstone projects can be fundamentally redesigned to foster academic motivation and global sustainability literacy
BANGKOK, THAILAND — The Center for Research on Sustainable Leadership at the College of Management, Mahidol University (CMMU) has announced a breakthrough study uncovering how engineering capstone projects can be fundamentally redesigned to foster academic motivation and global sustainability literacy. Published yesterday in the peer-reviewed European Journal of Engineering Education (Top 10% Q1), the research introduces a transformative model to prepare future engineers for global sustainable development goals.
The study, conducted by Dr. David Kongpiwatana Narong (CMMU and Thammasat Business School) and Prof. Philip Hallinger (CMMU), draws on qualitative insights from final-year engineering students. It evaluates the contrasting psychological and educational impacts of traditional industry-based projects against community-focused service-learning initiatives.
🎤 "Engineering education stands at a critical crossroads where we can no longer afford to treat technical acumen and socio-environmental responsibility as separate disciplines. Our findings show that moving students away from theory-oriented text and placing them in community service-learning settings forces them to confront real-world 'authentic learning gaps.' This exposure fundamentally rewires their professional identities, shifting their definition of engineering from a narrow lens of technical optimization to a holistic practice rooted in ethics, human well-being, and localized social responsibility.", stated Dr. Kongpiwatana.
🎯 Service-Learning Drives True Sustainability Thinking
A key discovery of the research is that the context of an engineering project completely shapes how a student defines sustainability:
♦️ Industry-Based Context: Students working with commercial firms narrowly view sustainability through an environmental lens, focusing primarily on technical efficiency, renewable energy, and cost-reduction.
♦️ Service-Learning Context: Students collaborating with local communities develop a holistic understanding, integrating environmental safety with social responsibility, community well-being, and the UN Sustainable Development Goals (SDGs).
🎯 Overcoming Restraining Forces in Higher Education
While student motivation is strongly driven by structured autonomy and interdisciplinary teamwork, the researchers identify several critical "restraining forces" that halt deep learning. Academic institutions must proactively address these roadblocks:
♦️Severe time constraints and compressed 14-week project timelines.
♦️Competing academic priorities that divide student attention.
♦️Highly restricted budgets and lack of physical engineering resources.
♦️Insufficient stakeholder engagement, which dilutes real-world validation.
🎯 A New Framework: The Integrative Model
To solve these systemic academic challenges, the CMMU research team developed a transferable Integrative Model of Project-Based Learning for Sustainability. Merging Kurt Lewin’s Field Theory with Self-Determination Theory, the framework maps how external constraints directly affect student psychology (autonomy, competence, and relatedness) to dictate ultimate learning outcomes. The model provides engineering departments worldwide with a step-by-step blueprint to cultivate a long-term professional identity centered on ethical, sustainable engineering practices.
The CMMU Center for Research on Sustainable Leadership (CRSL) is a research center based at the College of Management, Mahidol University in Bangkok, Thailand. The center operates as a prominent international academic hub focused on advancing management and leadership knowledge tailored for sustainable development. It has pioneered a number of internationally recognized sustainability theories deeply rooted in King Rama IX's philosophy of Sufficiency Economy.