Transforming Engineering Education through Student-Led Collaboration: The ISES Model for Quality Education in Sudan, Dr Tagwa Musa
Dr Tagwa Musa
Chemical Engineering Program, Texas A&M University at Qatar, 23874 Doha, Qatar
TEES Gas & Fuels Research Center, 77840 College Station, USA
Sudan University of Science and Technology, Khartoum, Sudan
Purpose: To present the Integration of 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 chapter explores how ISES empowered students to become active community contributors, bridging academic learning with national development priorities.
Design/methodology/approach: The chapter uses a descriptive case study approach, drawing on the development and implementation of ISES from 2020 to 2022 at the Sudan University of Science and Technology (SUST). It includes insights from exhibitions, webinars, community projects, and digital engagements, emphasizing the application of Communities of Practice (CoP) principles. This approach also captures students' voices, highlighting their resilience, creativity, and commitment to positive change, even in challenging contexts.
Findings: 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. Student testimonials reflect this impact, capturing personal growth, mindset shifts, and a deepened commitment to community service.
Value: The chapter demonstrates how grassroots student collaboration can drive educational reform, promote socially relevant engineering education, and contribute to long-term community resilience in post-conflict settings. It highlights the potential of youth-led initiatives to transform educational environments and inspire broader societal change.
Research limitations/implications: The chapter 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.
Practical implications: ISES offers a scalable framework for integrating quality education with national rebuilding efforts, emphasizing student leadership, interdisciplinary collaboration, and community impact.
Keywords: Quality education, Student-led initiatives, Interdisciplinary Collaboration, Sustainable Development Goals, Engineering Education, Sudan, Higher Education Reform, Communities of Practice.