This empirical study aims to construct and evaluate an eco-design learning framework to help instructors design practical teaching in engineering curricula and enhance the sustainability competency of engineering undergraduates. The framework was designed into three phases, including introductory lecture, life cycle assessment (LCA) practice, and eco-design embedding. The formative reflection on the previous phase was analyzed to provide suggestions for the next phase of teaching settings, thereby forming an iterative mechanism. A structured design flowchart, technical documents, and LCA toolkit were provided as scaffolding for students to implement eco-design. The immediate feedback learning environment helped students overcome challenges in the eco-design practice. The experimental findings suggested that the participants had good learning initiative in the learning process, and the deep learning needs were synchronized with the three-phase curriculum. The curriculum improved participants' sustainability competency in terms of environmental consciousness and eco-design skills. Participants' overall reflection on the curriculum showed that the improvements were related to the teaching materials, curriculum settings, and learning environment involved in the eco-design learning framework. Also, the limitations and future research directions were discussed.

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