Abstract
One year and a half after the start of the COVID-19 pandemic, it became suitable to rethink the design of the engineering education systems to remain sustainable and resilient. The paper aims to identify the most important aspects of the system, as well as the most vulnerable ones and the extent to which the system meets the sustainability requirements of the society. The Balanced Scorecard approach is used to ensure that the system remains sustainable and resilient. The indicators to measure the aspects of this design are developed. A Quality Function Deployment approach is used to identify the extent to which a designed system satisfies the sustainability requirements of the society. The problem is formulated as an engineering design problem in which the customer requirements are presented using a sustainability Triple Bottom Line framework. The results indicate that a well-designed engineering education system is capable of addressing the majority of the 17 sustainable development goals (SDGs) identified by the United Nations. The most important aspect of this system is its commitment to quality assurance and continuous improvement. Such a system is a key player to achieve the SDGs, particularly those of economic growth, quality education, good health and wellbeing, and industry innovation.