Fostering ESG literacy and sustainability competencies through project-based and problem-integrated project-based learning: a mixed-methods study

Purpose This study aims to examine the learning outcomes of integrating Environmental, Social and Governance (ESG) issues into a human–computer interface (HCI) design course. It explores how two instructional strategies – Project-Based Learning (PjBL) and Problem-Integrated Project-Based Learning (PiPjBL) – shape students’ ESG knowledge development, design performance and sustainability-related competencies. Design/methodology/approach A quasi-experimental design involving 84 students from a technological university in central Taiwan was used. Over 18 weeks, participants were divided into two experimental groups: Group I received instructions through PjBL, while Group II was taught using PiPjBL. Pre- and post-tests were administered using ESG knowledge scales, mind map structural scales, knowledge assessment tools and design performance evaluations. Qualitative interviews were conducted after completing the course to supplement the quantitative data. Findings Both instructional strategies significantly improved students’ ESG knowledge. Although no significant difference was found between groups on posttest scores, qualitative findings indicate that students responded positively to interface design courses that integrated ESG topics. These responses suggest that interdisciplinary, design-oriented instruction can support students’ ESG learning and design skills while fostering engagement and sustained interest in sustainability-related issues. Originality/value This study contributes to sustainability and HCI education by integrating ESG content into interface design pedagogy and empirically comparing PjBL and PiPjBL approaches. The findings highlight the role of problem-integrated scaffolding in helping students structure ESG concepts into coherent interface designs, a competence closely aligned with professional sustainability communication. These results offer practical implications for designing ESG-integrated curricula in design-oriented disciplines.