ENGINEERS' MATHEMATICS EDUCATION IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT

The article is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors' reflection experience and observations in connection with the development of the curriculum in mathematics for engineers. It includes several factors determining the mathematics role in sustainable development as well as in engineering education and provides insight into "A Framework for Mathematics Curricula in Engineering" created by the European Society for Engineering Education Mathematics Working group. Eight competences of mathematical education of engineers are outlined in the study. The first four competences include abilities to ask and answer questions in and with mathematics as a result of mathematics for engineers. The next four competences reflect the ability to deal with and manage mathematical language and tools. The study in the context of sustainable development of society outlines the role of mathematics in three aspects: social, environmental, and economic. The study also covers mathematical challenges for sustainability and actions important for effective doing. The aim of the study was to outline the necessary mathematical competences for engineers, exploring the role of mathematics in sustainable development and in engineering education as well as to identify challenges of mathematics for sustainability and criteria or dimensions for specifying to which extent students should have obtained it at a certain stage of their mathematical education.