Introduction

When my students asked me, ‘What is Humanitarian Engineering?’, I found myself turning to stories and real-world examples, rather than pointing to academic resources that capture what Humanitarian Engineering means today. This gap made it clear that we need a resource that is living, open and adaptable, and that grows alongside the evolving practice of humanitarian engineering. That is the purpose of this textbook.

Humanitarian engineering has long been challenging to define as a field, approach, philosophy, or subject, as it is rooted in the philosophical question of what it means to be “Humanitarian” and what constitutes “Engineering”. In this book, engineering is defined as problem-solving, and humanitarianism is supporting vulnerable communities. This includes not only those in traditionally recognised marginalised or developing communities, but also those at high risk of natural hazards and disasters, those most likely to be affected if calamity strikes, already living in emergency situations, or residing on the edge of poverty and marginalisation.

For much of its history, engineering has primarily focused on designing solutions for the wealthiest minority of the global population. Engineering should serve all humans. While some engineers are developing technologies for space tourism or experiments on the International Space Station, many communities remain without the essentials for daily life. Although engineering space technologies have produced the most critical breakthroughs used outside their own field, we cannot ignore the need of people living on islands threatened by the next cyclone, those along coastlines exposed to tsunamis, or living in places now facing wildfires and heatwaves for the first time. Humanitarian engineering challenges this imbalance by redirecting attention to the vast majority of humanity who live in the Global South, which includes most countries in Latin America and the Caribbean, Africa, Asia, and Oceania, excluding Australia and New Zealand. It is also home to some of the world’s most populous nations (Bangladesh, Brazil, China, India, Indonesia, Mexico, Nigeria, and Pakistan). Together, these regions account for approximately 85% of the world’s population, yet somehow their needs, knowledge systems, and lived realities have historically been underrepresented in mainstream engineering practice.

Too often, well-intentioned projects fail—not because of technical shortcomings, but because they do not fit the realities of the people they are meant to serve. I often describe this issue as the “microwave in the informal settlement problem”. It occurs when, for instance, a state-of-the-art microwave is delivered to a home with no reliable electricity, while quietly assuming that residents can afford the electricity bill; eat processed food suitable for a microwave; want, need, and use the appliance; understand the instructions; and automatically value its so-called “benefits”. This example highlights a common mistake in engineering practice: the belief that simply introducing advanced technology will solve the problems. Ultimately, engineering is defined by the approach we choose. Humanitarian Engineering is not about transplanting solutions from one context to another. Instead, we must listen, learn, and co-create solutions with the people who will use them. Therefore, this community-driven approach is more urgent than ever, as climate change intensifies, deepens existing vulnerabilities, and increases the risks faced by those already living on the margins. A participatory approach to engineering is not optional; it is essential.

This first-of-its-kind textbook in Humanitarian Engineering is structured into three parts, as described in the title: fundamentals, exercises, and applications. Deciding what to include and how to scope a textbook on Humanitarian Engineering was not a straightforward task; we still see room to add more content, invite more contributors, and include additional case studies for applications, examples and exercises. Definitely, this textbook is alive and open to expansion in future editions. Initially, the materials presented in this first edition have been carefully selected to be useful for tutorials, field experience, and workshops, and to support students’ learning in Humanitarian Engineering.

For now, the first part of the book, Part I: Fundamentals: Participatory Approach in Humanitarian Engineering, begins with underpinning statements presented across two chapters. Chapter One, in reflection with Dr Nick Brown, introduces the core philosophical thinking and behavioural approach to educating humanitarian engineers, rooted in the application of systems thinking to understand the complex interconnections between social and technical (infrastructure) systems. This approach requires insight into communities’ social norms, codes, and challenges. That is why, in Chapter Two, the emphasis is placed on participatory methods, practical tools, and resources. Together, these illustrate how participatory methodologies—adapted from other disciplines—can be integrated into Humanitarian Engineering as an essential foundation for sustainable, culturally responsible, and ethical practice. Here, we introduce the “ABC of Community Engagement” for Humanitarian Engineering, encouraging students to “Observe, Ask, and Try” when engaging with communities, while reflecting on the role of appropriate and assistive technologies.

In the second part of the book, Part II. Practice: Exercises in Humanitarian Engineering, two exercises are presented. On one hand, the exercises in Chapter Three, developed in dialogue with Professor Ricardo Bello-Mendoza, position dignity as a core value at the heart of Humanitarian Engineering, recognising that everyone should have access to clean water and to safe, appropriate, and context-sensitive sanitation infrastructure. This chapter encourages students to think critically about both water quality and quantity, perform technical calculations, design gender-responsive and culturally appropriate sanitation facilities, and create WASH systems adapted to local conditions. On the other hand, the exercise presented in Chapter Four, developed alongside the field engineer Dr Fabio Silveira, focuses on emergency contexts. This chapter extends learning beyond the classroom, moving from abstract exercises to immersive, simulation-based and field-oriented experiences. Through these scenarios, students encounter the complexity and uncertainty that define real-world challenges, particularly in emergency contexts. Students learn to recognise constraints and develop solutions that respond to the realities on the ground. These skills are fundamental for humanitarian engineers, who must navigate not only technical demands but also the unpredictable nature of working in diverse communities and dynamic, rarely predictable environments.

In the final part of the book, Part III. Applications: Engineering in Developing Communities, a set of three in-depth case studies illustrates Humanitarian Engineering principles applied to key areas of priority today. The first case study, developed in Chapter Five, with Dr Andrés Valencia, an expert in fire risk, examines how fire engineering principles can be applied to better understand risk in informal settlements and to identify ways to support communities living with heightened fire vulnerability. An immersive case-study analysis helps students engage with rarely explored, challenging contexts, which can inform disaster risk assessment, mitigation, and resilience in informal settlements. Finally, the second case study, presented in Chapter Six, is developed with Dr Russell Taylor, an international development practitioner, who has applied appropriate and assistive technologies in contexts where engineers arrive with limited prior knowledge and must work in culturally relevant ways from the outset. This chapter emphasises adaptive engagement and context-sensitive practice. Essential to Humanitarian Engineering practice.

This textbook brings together practical tools, classroom activities, and field-based approaches to create a learning experience that is both engaging and relevant. You will find hands-on exercises, real and hypothetical case studies rooted in real-world challenges, and practical examples that connect theory to practice, supporting diverse learning experiences and multiple teaching styles. Each chapter is shaped by the way I wish I had learned these ideas: through clear explanations, stories, videos, illustrations, and a glossary to clarify key concepts. To go beyond technical skills, I have included a section in Part IV with letters to Humanitarian Engineering students that speak to the values, mindsets, and unique strengths that humanitarian engineers cultivate. These letters, written by a former student, a practitioner in the field, an entrepreneur, and a professor, offer lessons and perspectives from those who have walked this path. My hope is that these resources will not only build your technical foundation but also encourage you to reflect, connect, and grow in the professional role of humanitarian engineering.

This textbook is an invitation to be inspired and to inspire, to join a deep commitment to inspiring the next generation of scientists, engineers, and innovators to see humanitarian engineering not merely as a growing career path but as a responsibility, one that aligns technical excellence with empathy, collective action, and community-driven practice. Engineering has shaped our world; now it’s our turn to reshape engineering for dignity, resilience, and justice. It’s time for Humanitarian Engineering, where every solution begins with empathy and builds toward hope.

Dr Bryann Avendaño-Uribe