Challenges and opportunities in the introduction of relevant content from the social sciences and humanities in engineering curricula: perceptions from civil engineering academics

Addressing today’s complex global challenges requires interdisciplinary thinking. Yet, engineering education has traditionally prioritised technical knowledge, often sidelining the social sciences and humanities (SSH). This study explores how SSH content is integrated into civil engineering programs, drawing on qualitative data from semi-structured interviews with faculty members at Spanish universities. Findings reveal four interrelated and overarching themes that shape integration processes: ability, preparedness, willingness, and conduciveness. These form the basis of a conceptual structure that explains key barriers and enablers to curricular change – from institutional rigidity and resource constraints to disciplinary identity and faculty motivation. The study offers new insights into how engineering educators conceptualise SSH content and highlights that integration depends not only on content availability but also on shifting mindsets and organisational cultures. This research contributes to the growing discourse on interdisciplinary engineering education and provides a foundation for future policies and practices for fostering socially responsible engineers.