Climate change is increasingly recognized as a key factor influencing sustainably and infrastructure performance, but engineering education has been slow to adapt, leading to gaps in climate literacy and resilience. Integration of climate knowledge into engineering programs is crucial to equip future professionals with the skills needed to design adaptive systems (Wilbanks & Fernandez, 2014). Vincent et al. (2020) stress the need for interdisciplinary teaching to address climate-related engineering challenges.

This study explores gaps in engineering curricula and identifies strategies to embed climate resilience in education and professional frameworks. Using a mixed-methos approach, including curriculum analysis, faculty interviews, and student surveys, the study finds the climate-related topics are minimally covered, especially in civil and transportation engineering. However, students feel more confident handling real-work infrastructure risks where climate resilience is taught.

The study recommends integrating climate scenarios and impact assessments into design courses, promoting collaboration between engineering and environmental science departments, and aligning education with resilience-based accreditation standards. These findings contribute to the ongoing conversation on engineering education reform and offer a model for embedding climate resilience, supporting sustainable infrastructure, and improving decision-making.