Project-Based Learning Activities in Postharvest Undergraduate Courses: A Descriptive Case Study Aligning with Academic Quality Assurance and UN Sustainable Development Goals

This study presents pedagogical innovations in the undergraduate course Postharvest Technology and Quality Management at Sultan Qaboos University (SQU), where project-based learning (PBL) is used to integrate academic quality assurance and sustainability education, aligning with the United Nations Sustainable Development Goals (SDGs). This study adopts a descriptive multiple-case approach to analyze five representative student projects and their alignment with the SDGs. The projects address real-world postharvest challenges, including quality preservation, renewable energy use, and food loss reduction. A qualitative cross-case analysis based on SDGs mapping criteria was used to evaluate project alignment and societal outcomes. Representative student projects demonstrate how inquiry-driven learning enhances technical competence and research skills. Quantitative outcomes include a reduction in weight loss from 27.1% to 18.8% in coated tomatoes, increased weight loss up to 46.37% under severe mechanical damage in zucchini, and significant firmness reduction in bruised apples (53.23 N to 21.64 N). Hybrid infrared–hot air drying improved drying efficiency by reducing drying time and enhancing moisture removal, while banana coating experiments showed reduced moisture loss and delayed ripening. The analysis shows that all five projects align with at least two SDGs, with SDG 12 addressed in 100% of the cases. The curriculum is explicitly aligned with SDG 2 (Zero Hunger), 7 (Affordable and Clean Energy), 9 (Industry, Innovation, and Infrastructure), 12 (Responsible Consumption and Production), and 13 (Climate Action). The study highlights the societal relevance of course-based projects through their contribution to SDG-related challenges and emphasizes the role of mentorship, teamwork, and experiential learning infrastructure in sustaining effective PBL implementation. Cross-case comparison highlights common sustainability contributions, including a reduction in postharvest losses, adoption of natural preservation methods, and improvements in energy-efficient processing. The findings highlight the potential of course-based PBL as a context-specific approach for integrating sustainability into undergraduate education.