Global warming is probably the greatest threat of this century. Several developed and developing countries have taken important measures to reduce its adverse effects, including greening their Higher Education Institutions (HEIs) curricula. However, Sub Saharan African countries are left behind to that effect, despite the fact that people in these countries are the greatest recipients of the global warming harmful consequences. The goal of this research therefore, is to investigate the suitable competencies in technical sustainability for incorporation into Higher National Diploma electrical/electronic engineering curriculum in Nigeria. The authors used mixed-method approach employing sequential exploratory design in the study. In the qualitative phase, we analyzed documents consisting of 10 journal articles and 3 skills standards, as well as conducted a total of 10 interviews with experts. Also, we carried out 3 rounds of modified Delphi survey using 28 participants to ascertain the appropriateness of the competencies suitable for infusion into the said curriculum. The study discovered competencies suitable for incorporation into the curriculum which include cognitive-related competencies in clean energy, eco-design, and R&D; psychomotor-related competencies in sustainable production, waste-to-energy-technology, communication/ICT, and use of modern engineering software tools; and affective values related to engineering ethical responsibility, occupational health and safety, cooperation/teamwork, and equity. We analyzed only 13 documents, conducted 10 interviews, and administered questionnaires in 3 rounds of Delphi survey technique to 28 experts in only one geo-political zone of the country. Thus, conclusions derived from these sources rely on the genuineness of the information provided by the participants. The findings provided the researchers, accreditation bodies as well as curriculum developers with competencies in technical sustainability in the events of curriculum upgrade or renewal to integrate technical sustainability. The findings are the results of triangulated data elicited theoretically and empirically.

Sustainability challenges such as degradation of ecosystem, loss in biodiversity, depletion and destruction of natural resources, numerous instances of pollution, and the extreme poverty of millions of human beings all originated from how people think. In an effort to improve the situation, the UN declared the years 2005-2014 as Decade of Education for Sustainable Development (DESD), calling for a thorough integration of competencies in sustainability issues at all levels of education. In line with this, addressing numerous sustainability-related problems requires an urgent need to reorient the school curricula, so that appropriate sustainability competencies are injected. Since the contents of HEIs curricula revolve around knowledge-based goals, skill-based goals and affective goals, this study investigated competencies (Knowledge, Skills and Attitudes) in the environmental sustainability suitable for incorporation into Higher National Diploma (HND) electrical/electronic engineering curriculum in Nigeria. The study employed qualitative approach through document analysis and semi-structured interview with the participants. The documents analyzed were twelve Journal Articles and five Skill Standards. The researchers also conducted interviews with electrical/electronic personnel in the academia and industry. The empirical findings of the semi-structured interviews corroborated the theoretical findings in the documents analyses. The study discovered several competencies in the document analysis as well as interviews, which were ultimately analyzed thematically. The themes include: Climate change, Ecology, Environmental Resource Management, System Thinking, Sustainable urbanization, Recycling/Re-use, and Empathy and Ethics. The researchers analyzed only 17 documents and conduct 10 interviews, thus, conclusions derived from these sources rely on the genuineness of the information provided by the participants. The findings provide the researchers, accreditation body as well as curriculum developers with competencies in environmental sustainability in the events of curriculum upgrade or renewal to integrate sustainability. The findings are the results of triangulated data elicited theoretically and empirically. INDEX TERMS Concept of sustainability, environmental sustainability, engineering programmes.

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Researchers globally conducted several studies on electrical safety awareness and practices for improving occupational safety and health of workers. However, most of these studies were limited to industry workers, with few focusing on academic workshops/laboratories, and almost none in the case of Bayero University, Kano, Nigeria. This study therefore, aims to assess the extent of electrical safety practices among staff and students of electrical engineering department, Bayero University, Kano, Nigeria. The authors used descriptive research design in which 50-item structured questionnaire was used to collect data from 42 staff and 99 students of electrical engineering department, Bayero University, Kano, Nigeria. The results show that staff and students do not strictly observe electrical safety practices in the workshops/laboratories. The results also revealed the common causes of electrical accidents in the workshops/laboratories; nature of frequent electrical accidents; and measures to reduce electrical accidents and promote students’ compliance to electrical safety rules and regulations. The researchers limit this study to only department of electrical engineering in the faculty of engineering. Also, only quantitative data was collected from the respondents, without giving consideration to the in-depth information qualitative data (such as interview) would have provide. As such, conclusions derived using quantitative approach from the respondents relies on the genuineness of the information provided by them. The findings provide the faculty of engineering with a basis to introduce ‘Electrical Safety Awareness and Practices’ course into the curriculum.