Engineering education serves as a fundamental pillar in addressing global sustainability imperatives, yet the transition from theoretical knowledge to systemic action remains a pedagogical challenge. This study evaluates the efficacy of Project-Based Learning (PBL) in cultivating Education for Sustainable Development (ESD) competencies within a Moroccan engineering school, NSAS. Based on the UNESCO (2017) framework, the research utilizes a multi-dimensional qualitative approach to examine student-led initiatives, comprising a diverse cohort of 67 participants with near-equal gender representation. The findings identify critical pedagogical drivers, such as systems thinking and anticipatory competency, while highlighting systemic barriers like material scarcity and communication problems. Rather than viewing these challenges as obstacles, the study introduces a Resilience-Based PBL Model, arguing that socio-technical friction acts as an essential driver for developing professional sustainability agency. This research provides a strategic roadmap for stakeholders to transition from nascent ESD models to integrated, human-centric curricula aligned with the UN 2030 Agenda.
Youssfi et al. (2026) studied this question.