Integrating sustainability and research publication in civil engineering capstone education: a longitudinal work-integrated learning model

Purpose This study examines the impact of integrating sustainability and research publication into civil engineering capstone design education. It aims to demonstrate how project-based learning models aligned with Education for Sustainable Development (ESD) and the Sustainable Development Goals (SDGs) can enhance technical competence, sustainability literacy, and scholarly communication among undergraduate students. Design/methodology/approach A longitudinal case study was conducted over six academic years (2017–2023) at a large public university in the USA. Student teams completed a two-semester capstone sequence involving the design of conventional residential buildings, followed by sustainable retrofitting based on LEED (Leadership in Energy and Environmental Design) principles. Learning outcomes were evaluated through rubric-based assessments aligned with internationally recognized engineering accreditation outcomes and analyzed through student deliverables, LEED scorecards and publication records. Findings Results indicate that 67% of teams achieved modeled LEED Gold equivalency, with the remainder attaining silver or certified levels. Five student-led papers were accepted in indexed journals, validating the effectiveness of integrating scholarly publication as a pedagogical strategy. Students exhibited notable gains in systems thinking, ethical reasoning and professional communication, aligning with SDG 4 (Quality Education) and SDG 9 (Industry, Innovation and Infrastructure). Practical implications The proposed model provides a replicable framework for higher education programs to embed ESD and SDG-aligned competencies through capstone redesign and structured student publication. Originality/value This study introduces a replicable framework that embeds sustainability, scholarly research and evidence-based design into capstone education. It demonstrates how higher education institutions can operationalize sustainability commitments through curriculum transformation and student-centered research practices that advance both academic and professional competencies.