Developing Green Design Competencies in Engineering Undergraduates

ABSTRACT This study proposes and evaluates a practical teaching framework oriented toward green design, aiming to foster an effective learning environment within engineering education. The framework is designed to enhance students' environmental awareness, professional competencies, and interdisciplinary collaboration skills. By integrating life cycle assessment (LCA) into product design processes, the framework provides empirical evidence supporting low‐carbon‐oriented pedagogical practices and addresses the imperative to embed Sustainable Development Goals (SDGs) in engineering curricula. Developed in accordance with general competency‐based education principles, the framework emphasizes curriculum development, course optimization, quantitative assessment, and the construction of supportive learning environments. The teaching implementation features product performance simulation, LCA, and design optimization, supplemented by elective modules, teamwork, structured workflows, and immediate feedback mechanisms. Results demonstrate that the framework effectively facilitates the integration of SDGs into classroom practice. Students not only enhanced their technical design skills but also experienced a sense of accomplishment by achieving low‐carbon objectives. Furthermore, the approach significantly improved students' environmental consciousness and teamwork abilities, positioning them to become proactive contributors to green design and sustainable development.