Knowledge, Innovation and Technology in Scientific Research Vol. 5

The integration of the United Nations Sustainable Development Goals (SDGs) into engineering education has gained significant attention globally, yet a critical gap persists between SDG integration and measurable Programme Outcome (PO) attainment under Outcome-Based Education (OBE) frameworks. This research addresses this gap by developing and presenting a comprehensive SDG–PO Integration Framework specifically designed for engineering education in Malaysia, aligned with the Engineering Accreditation Council (EAC) requirements. The framework systematically maps all 17 SDGs against the 11 EAC Programme Outcomes, demonstrating how SDG-integrated engineering lectures can serve as authentic problem contexts for simultaneously developing and assessing multiple POs. Using Geotechnical Engineering as a case study, six lectures were redesigned to explicitly connect geological engineering topics with relevant SDGs while maintaining rigorous alignment with PO assessment requirements. The framework proposes a pedagogical flow model: SDG Context → Authentic Engineering Problem → SDG-integrated Lecture → Problem-Based/Project-Based Learning → PO Development → PO Assessment → PO Attainment Evidence → Continuous Quality Improvement. This research contributes a practical, accreditation-relevant tool that bridges sustainability education with measurable learning outcomes, demonstrating that SDGs are not merely additional sustainability content but rather powerful mechanisms for achieving multiple engineering competencies simultaneously. The framework provides engineering faculties with a structured approach to embed sustainability while strengthening OBE implementation and generating robust evidence for EAC accreditation and continuous quality improvement processes.