Student Power in Engineering Education Reform: The ISES Model for SDG-Driven Impact in Sudan, Prof. Tagwa Musa
Professor Tagwa Musa
Chemical Engineering Program, Texas A&M University at Qatar, 23874 Doha, Qatar
TEES Gas & Fuels Research Center, 77840 College Station, USA
ORCID: 0000-0002-4364-9841
Paper Type: Technical
Received: 28 May 2025 / Revised: 4 August 2025 / Accepted: 13 August 2025 / Published: 1 December 2025
DOI: 10.47556/B.SUDAN2025.14
Purpose: 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.
Design/Methodology/Approach: 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.
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. Students reported transformative learning experiences and increased civic engagement.
Value: The paper highlights how youth-led, collaborative models such as ISES can advance educational reform and community resilience in conflict-affected settings.
Research Limitations/Implications: 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.
Practical Implications: ISES offers a scalable framework for integrating quality education with national rebuilding efforts, emphasising 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.
Citation: Musa, T. (2025): 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. 215-231.
