This thesis delves into the pivotal role of engineering education in equipping students to tackle the challenges posed by climate change. Despite widespread efforts in higher education institutions, particularly in engineering, to incorporate education for sustainable development (ESD), effectiveness often falls short, leading to a regression to previous norms. Moreover, there is a dearth of literature on the implementation of ESD in applied sciences (AS) institutions, compounding the issue. This study focuses on the AS Faculty at TU Delft, which, despite ambitious climate goals, has a low percentage of courses addressing sustainability. The emphasis is on a systemic approach to ESD implementation, with the aim of providing recommendations for the educational portfolio of the Climate Action Plan of the AS Faculty of TU Delft.

The study begins with an extensive literature review on ESD implementation and systemic change within higher (engineering) education institutions (HE(E)Is). Findings elucidate specific strategies, barriers, drivers, and uncertainty factors, emphasizing the significance of context and culture. Two case studies on universities of applied sciences, NHL Stenden and Van Hall Larenstein, are conducted to contextualize theoretical insights within the AS Faculty at TU Delft. These case studies provide real-life examples of systemic ESD implementation, highlighting associated challenges and successes.

Subsequently, the AS Faculty of TU Delft is investigated through interviews with stakeholders relevant to ESD implementation. The exploration reveals engagement in both top-down and bottom-up initiatives, such as modifications in the Master program in Chemical Engineering and the implementation of the Green Thread initiative. The faculty has established a Climate Action Team to devise a Climate Action plan, including an educational portfolio, drawing insights from the research conducted.

Twelve influential thematic variables and their associated barriers, drivers, and uncertainty factors are identified through interviews. A focus group SWOT analysis further explores these variables, leading to the development of five strategies (ST1 to ST5) aimed at structuring the education portfolio of the AS Climate Action Plan. These strategies address change direction, context and culture, planning and preparation, design and implementation, and maintaining momentum and sustaining change.

The study concludes by recommending continuous evaluation of the proposed strategies and further exploration of outcomes related to the Climate Action Plan. It acts as a catalyst for discussions within the faculty, promoting broader conversations with the potential to positively impact the AS community.