Chen, Chi-WenChi-WenChenHsieh, Pei-ChenPei-ChenHsiehKitada, NaokoNaokoKitadaPark, Hyuck-JinHyuck-JinParkNicholas, Stefan C.Stefan C.NicholasDong, Jia-JyunJia-JyunDong2025-12-312025-12-312025-10-18https://www.scopus.com/pages/publications/105019260050https://scholars.lib.ntu.edu.tw/handle/123456789/734893Engineering geology, serving as a critical interface between geosciences and engineering disciplines, plays a pivotal role in shaping the safety, resilience, and sustainability of infrastructure. In Taiwan, Japan, and Korea, engineering geology education has historically been embedded within civil (mining) engineering curricula, dating back to the mid-20th century. Nowadays, engineering geology education is facing severe challenges, including overspecialization and a decline in manpower, especial under the climate change regime and the urgent need to meet the UN Sustainable Development Goals. Close collaboration between civil (mining) engineering and geology/geosciences departments to provide joint courses using project-based learning, together with the input from industry, is suggested. Through designing multidisciplinary and usage-based courses, students can develop interdisciplinary ability and move toward transdisciplinary practice. Raising public awareness through outreach, using new technologies to reduce dependence on manpower, promoting lifelong learning and international cooperation, especially making good use of the platform of IAEG, are also suggested. These proposed actions aim to improve the quality of engineering geology education, focus more on putting learning into practice, and ultimately reduce risks and enhance the safety and efficiency of engineering projects.EducationEngineering geological modelEngineering geologyEngineering projectInterdisciplinary and transdisciplinaryProject-based learning[SDGs]SDG4[SDGs]SDG9[SDGs]SDG13journal article10.1007/s10064-025-04512-8