The Sustainable Development Goals (SDGs), established by the United Nations in 2015, represent a universal call to action to eradicate poverty, protect the planet, and ensure prosperity for all by 2030, At the heart of this vision is the recognition that education plays a crucial role in advancing these goals. One of the most promising educational approaches to align with the SDGs is Project-Based Learning (PBL), a student-centered pedagogy that emphasizes active learning through real-world projects.

The methodology of this work is based on one a combination on an innovative integration of three active teaching methodologies: Project-Based Learning, cooperative learning, and the Flipped Classroom, combined with a focus on the Sustainable Development Goals (SDGs). This approach boosts student engagement, deepens understanding, and encourages the application of theoretical knowledge to real-world scenarios. Additionally, it ensures that students consider the social and environmental impacts of their engineering solutions. In addition to analysing the results and providing feedback, the assessment of the various methodologies employed was conducted through Moodle-based questionnaires, before and after the project. Hence, the novelty of this project lies in the combination of active methodologies and SDGs, where SDGs can promote transversal skill, such as social commitment or critical thinking, which can help to integrate the SDGs into the project.

The project was developed for the Master's in Industrial Engineering at the Faculty of Engineering in Bilbao (Spain), within the Chemical Process Design course of the Chemical Engineering Degree. Applied to four groups (with an average of 200 students over the last 9 academic years), the project involved simulating a real industrial process using a chemical process simulator such as Aspen Plus.

From the anonymous Moodle-based questionnaires, it can be extracted the next results: The implementation of PBL significantly boosted student motivation and academic performance, the flipped classroom approach increased student confidence by encouraging more preparation, leading to deeper learning. However, face-to-face sessions remained crucial for effective learning, Collaborative work enhances peer-to-peer learning, and Integrating the Sustainable Development Goals (SDGs) into PBL and the flipped classroom motivated students and raised their sustainability awareness, with the percentage of students with limited SDG knowledge dropping from 45.4% to 7%. This integration also enhanced the quality of chemical process design and developed transversal skills like social commitment and critical thinking, resulting in more students earning grades A and B compared to previous courses.

Based on these results, the main conclusion of this work is that this integrated approach not only benefited students in terms of technical knowledge and specific competencies but also provided them with a broader perspective on the importance of sustainability in engineering and solving real-world problems. The alignment of these methods with the SDGs strengthens the relevance of the learning process and fosters a generation more committed to social and environmental transformation. Therefore, it is clear that the combination of PBL, flipped classrooms, and the SDGs can serve as a powerful educational strategy, preparing students not only for academic challenges but also for the global issues facing the world today.

Keywords: Sustainable Development Goals, Project-Based Learning, flipped classroom, Chemical Process Design.