RESUMEN
This empirical research creates and assesses a community interaction open-source learning framework. The framework established an efficient open-source learning environment for engineering courses to develop undergraduates' sustainability competencies. The teaching practice of the framework was designed into three stages: course preparation, theory lecture, and project practice. In the teaching practice, community interaction elements were embedded, including community/student two-way selection, systemic teaching and difficulty discussion, expert/student negotiation on teaching forms, teacher/expert coordination on teaching contents, and expert/student two-way feedback on schedules. The interaction elements between students, teachers, and experts enhanced the effectiveness of open-source learning in engineering courses. The experimental results showed that the students exhibited a positive attitude and high participation in the learning procedure and reported a sense of achievement in the project practice. The open-source learning framework significantly improved systemic thinking, conceptual understanding, interdisciplinary collaboration and professional skills. It enhanced students' key sustainability competencies and laid the foundation for them to become expertise-based innovators and open-source community contributors.
