Strategies for Integrating Peace Engineering in Engineering Teaching and Learning

The world is experiencing unprecedented incidents of business failures, corruption, greenwashing and social and environmental damage caused by business, including in the Engineering sector. The role of Engineering Education is therefore no longer limited to teaching technical knowledge, skills and values, but also includes the social sciences and humanities intelligences to cope with the complex world within which Engineering work exists and the externalities of such work. This study investigates opportunities, challenges and models for integration of Peace Engineering into Engineering standardization, programme design, curricula design, pedagogies and assessment, as well as evaluation of resulting Graduate Attributes. The aim is to develop models for integrating Peace Engineering and metrics for measuring students' aspirations towards Peace Engineering. The focus of this study prioritized developing countries. A systematic review methodology was adopted to identify opportunities, challenges and models for the integration of Peace Engineering into Engineering Education. The context of developing countries was be integrated into the literature analysis and development of possible models. We also develop metrics to measure graduates' aspirations for Peace Engineering. We found that the conception of Peace is complex and often partially treated in different papers. Furthermore, Engineering Graduate Attributes articulated by accreditation bodies need improvement in wording to cater for Peace Engineering. Strategies for integration of Peace across all levels of educational development were also reviewed.