sustainability Article Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions Björn Kjellgren * and Tanja Richter   Citation: Kjellgren, B.; Richter, T. Education for a Sustainable Future: Strategies for Holistic Global Competence Development at Engineering Institutions. Sustainability 2021, 13, 11184. https://doi.org/10.3390/su132011184 Academic Editors: Aurélien Decamps, Benoit Martimort-Asso and Carine Royer Received: 31 August 2021 Accepted: 6 October 2021 Published: 11 October 2021 Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affil- iations. Copyright: © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/). Department of Learning in Engineering Sciences, KTH Royal Institute of Technology, 114 28 Stockholm, Sweden; tanjar@kth.se * Correspondence: bjoern@kth.se Abstract: Higher education institutions (HEIs) must ensure that their graduates possess not only professional know-how, but also the global competence to address the challenges posed in the UN’s 2030 Agenda. This is especially relevant in engineering education, which plays an important role in sustainable development. These competencies are typically thought to be developed in relation to institutions’ internationalisation efforts, but reports on how this is supposed to happen are often vague or built on wishful thinking. In this article, we describe a mixed-methods investigation into how holistic global competence development as a crucial aspect of sustainable education can be systematically enhanced in higher engineering education. Following a design-based research approach, connecting theoretical and practical insights from experts and stakeholders, we present here four dimensions of such an approach. Firstly, we discuss the setup, contents, and implementation of institutional guidelines as the crucial starting point of any internationalisation strategy aiming at integrating sustainable development education and global competence development. Secondly, we stress the role of institutional diversity, and show how institutions can foster inclusive and welcoming environments. Thirdly, we suggest strategies and approaches for global competence training for students, faculty, and staff, and highlight important background considerations for enabling global competence development. Fourthly, we emphasise the importance of assessing efforts to ensure that they live up to their potential and deliver the desired outcomes. The recommendations based on the investigation summarise key considerations that all HEIs—not just those focused on engineering education—must take into account as they strive for holistic global competence development, which is a key aspect of education for sustainable development. Keywords: global competence; engineering education; SDG 4; education for sustainable develop- ment; internationalisation 1. Introduction and Aim of the Study With globalisation changing professional demands and creating both opportunities and challenges for a sustainable future, higher engineering education must react without delay. The UN’s 2030 Agenda for Sustainable Development recognises this, as illustrated by goal 4: quality education [1], which in a way can be seen as underpinning the efforts of most of the other sustainable development goals (SDGs). One can hardly overstress the crucial role of inclusive and equitable quality education in enabling the drive towards sustainable development and the successful achievement of the other SDGs. Encompassing not only the need for inclusive and effective lifelong learning environments for all, regardless of gender, social, cultural, and personal background, but also aiming for a shared sense of global citizenship and a positive appreciation of cultural diversity, this is a goal with truly revolutionising ramifications. With the current global challenges encapsulated in the SDGs being immensely complex and connected to various spheres, they require holistic, innovative problem-solving approaches from a culturally and disciplinarily diverse array of actors [2,3]. Inclusive and equitable education, mindful of creating the change agents Sustainability 2021, 13, 11184. https://doi.org/10.3390/su132011184 https://www.mdpi.com/journal/sustainability