FIRST INTERNACIONAL CONFERENCE ON ENGINEERING EDUCATION FOR THE XXI CENTURY – ICEE21C 2017 9 A-1 Service Learning for Engineering Education for Sustainability Jordi Segalàs, Gemma Tejedor Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya-Barcelona Tech, Spain jordi.segalas@upc.edu gemma.tejedor@upc.edu Introduction Sustainability issues are widely recognized as wicked problems [1], which should not be considered as problems to be solved, but as conditions to be governed [2]. There is a gen- eral agreement on the need to reform scientific expertise to deal with sustainability chal- lenges, by developing new ways of knowledge production and decision-making. In that sense, Sterling [3] maintains that the nature of sustainability requires a fundamental change of epistemology and education. Transdisciplinary approaches to knowledge emphasize phe- nomena complexity, disrupting and transcending epistemological structures to progres- sively reflect and gain understanding [4]. In relation to engineering education, the Barcelona Declaration [5] highlights the sustainability competences, that engineering students should achieve. The Universitat Politècnica de Catalunya (UPC Barcelona Tech), aware of the new sus- tainability competences that engineers should have, offers a master degree in Sustainability Science and Technology that trains students to become agents of change for sustainability. Transdisciplinarity (Td) and Service learning (SL) are approaches applied. Learning environ- ment, challenges and lessons learnt when applying such learning approaches are explained in following sections.