“…Although it has been highlighted that sustainability literacy features as a core graduate outcome to be included within engineering programmes offered by institutions of higher learning in Malaysia, findings from studies conducted to investigate the extent of the inclusion of these outcomes within the curriculum, as well as teaching and learning activities, suggest otherwise. It has been found that approaches to the incorporation of sustainability within the curriculum have not been holistic, whereas teaching approaches have been more mechanistic and transmissive in nature, using conventional face-to-face lectures and teacher-centred approaches (Sivapalan, 2015a(Sivapalan, , 2015b(Sivapalan, , 2016. Further investigations conducted to gauge employers' views on the sustainability literacy levels of Malaysian engineering graduates found that they not only lacked basic understanding, competences and values related to holistic dimensions of sustainability, that is from technical, economic and social aspects, but also faced difficulties in communicating sustainability from these angles (Sivapalan, 2015a(Sivapalan, , 2015b(Sivapalan, , 2016.…”