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The purpose of this study is to understand how to improve the recognition of biodiversity knowledge for engineering students, using a case study in the context of Norway.

A case study based on an elective course for engineering students was carried out. The course is related to sustainability and also explicitly focuses on biodiversity topics and causality for loss of biodiversity. Data was collected through questionnaires to students to understand their motivations and perceptions about the course, and through interviews with study programme coordinators, to understand their perspectives regarding sustainability and biodiversity education for engineering programmes.

Three main conclusions are established: the best approach is to incorporate biodiversity content into existing courses, rather than having a specific course dedicated to biodiversity; more knowledge on biodiversity is seemingly increasing the understanding of its importance, thus, students should be exposed to these topics early in their studies; and some strategies to improve the current course are related to being more specific on how to deal with biodiversity in different contexts (such as working life and different industries), offering a higher number of examples, and linking biodiversity with other environmental impacts.

To the best of the authors’ knowledge, this study is the first to address the recognition of biodiversity knowledge in engineering programmes at a Norwegian university. The case study provides valuable insights that can be used to improve the integration of biodiversity knowledge into engineering programmes. Moreover, the methods used provide innovative and more reliable tools to better address the perceptions of stakeholders.