Sustainable Learning Practices in Engineering Mathematics: Building Self-Regulation and Resilience

Engineering education for sustainability extends beyond environmental awareness. It is aimed at the cultivation of resilient and self-regulated learners capable of continuous growth. The present work draws upon empirical data from three complementary investigations on first-year engineering students’ affective behavior, mathematical difficulties and the use of online quizzes as self-assessment tools. By integrating these findings, the paper proposes a framework for sustainable learning practices in engineering mathematics. The results highlight that affective factors, such as confidence, self-efficacy and motivation, interact significantly with students’ self-regulatory strategies and performance outcomes. Digital self-assessment tools, when purposefully designed, can promote metacognitive reflection and foster a sustainable cycle of feedback and self-improvement. The study argues that sustainable education in engineering must include pedagogical approaches that empower students with interindividual differences to manage their own learning, overcome affective barriers and develop adaptive resilience in demanding quantitative subjects. The proposed model offers practical implications for designing assessment systems that support long-term learner autonomy and well-being, aligning engineering mathematics education with the broader goals of sustainable development. In alignment with SDG 4.7 and the European Skills Agenda, which both emphasize lifelong learning, learner autonomy and the cultivation of adaptive competences for sustainable futures, the proposed framework positions self-regulation and resilience as core sustainability-oriented outcomes in engineering mathematics education.