Future engineers face growing complexity and uncertainty when addressing global crises and societal challenges, including climate and technological change. This necessitates equipping engineering students with the ability to navigate complexity and adapt to career transitions, leading to an increased emphasis on resilience within degree programmes. Resilience, broadly defined as the ability to adapt to, and learn from, adverse situations, has become a focal point in policies and a desirable attribute for graduates. In this chapter, we define resilience and discuss reasons why its significance is growing within engineering education. Following this, we present ways resilience can be included within engineering education, notably through the use of problem and challenge-based approaches, design thinking, and teamwork. We conclude by cautioning against uncritically embedding ‘resilience’ into engineering courses. Instead, we emphasise the need for contextual and intersectional approaches that account for the systemic factors and structural barriers that differentially impact student experiences and mental health.
