Many engineering issues cannot be addressed without profound knowledge of social and political dimensions, such as; energy supply, drinking water and preservation, mitigation of air and soil pollution, climate change, use of biotechnological potential in agronomy, food and medicine, closely interact with society, public sector and environment. Indeed, these topics are so complex that they must be treated by multidisciplinary teams with qualified members and where, each member is aware of concepts and approaches of others, while knowing that globalization produces major societal challenges with impacts flowing between and through borders in ways, we were unable to predict or expect. Also, engineering careers became more and more, entrepreneurial and global, while technological change pace has accelerated and expectations regarding engineering education have widened.

Additionally, we know that scholarly and methodical improvement of engineering education is based on a continuous cycle of educational practice and research that constantly advances the body of knowledge on engineering learning, leading to the implementation of more effective and reliable educational enhancement with a final result of better educated students.

The original and innovative way to make change possible, depends on active community of practitioners and researchers working together to advance knowledge and practice.