To present the Integration of the Sudan University of Science and Technology (SUST) Engineering Societies (ISES) as a student-led model for enhancing quality education in Sudan through interdisciplinary collaboration, experiential learning, and Sustainable Development Goals (SDGs)-focused activities. The paper explores how ISES empowered students to become active community contributors, bridging academic learning with national development priorities.
The paper uses a descriptive case study approach, drawing on the development and implementation of ISES from 2020 to 2022 at the SUST. The case study draws on diverse student-led activities and applies Communities of Practice principles to explore their impact on learning and engagement.
ISES significantly improved students’ awareness of the SDGs, fostered interdisciplinary collaboration, and developed leadership skills among participants. It also created a sense of belonging and professional identity, preparing students for post-graduation success and national rebuilding. Students reported transformative learning experiences and increased civic engagement.
The paper highlights how youth-led, collaborative models such as ISES can advance educational reform and community resilience in conflict-affected settings.
The paper focuses on a single institution and may require broader validation across multiple universities in Sudan. Future studies should explore the scalability of this model in diverse educational contexts.
ISES offers a scalable framework for integrating quality education with national rebuilding efforts, emphasising student leadership, interdisciplinary collaboration, and community impact.
Musa, T. (2026): Student Power in Engineering Education Reform: The ISES Model for SDG-Driven Impact in Sudan. In Ahmed, A. (Ed.): Re-Building Sudan: From War to Sustainable Development, Vol 1, pp. 215-234.
