This study presents an investigation on implementing student active learning in a civil engineering course dealing with concrete as a building material. The primary objective was to enhance student engagement and learning outcomes through the integration of a variety of activities. A key anticipated learning outcome of this course was an understanding of sustainability issues, including the greenhouse gas emissions associated with the materials. Increasing student awareness of the environmental impacts associated with material selection for building applications can empower future experts to make informed choices that contribute to sustainability and net-zero construction. In this paper, the performance of the students in the course after implementing flipped classroom and selected student active learning methods with a focus on student awareness on consequences and environmental impacts of choice of the material is discussed. Selection and modification of the research methods were conducted by considering existing literature, own experience, communication with colleagues, and students’ feedback. The main activities include multiple choice questions before attending the physical classroom, laboratory-based project assignments with pre-recorded video guidelines, as well as quizzes and discussions during the physical classroom by using a digital learning platform. The learning outcomes were assessed by collecting the feedback from student activities during the course, as well as project report and the final exam. The results show that the selected student active learning approaches enhanced student motivation and their reflection on learning outcomes in the course. The student’s reflection on the environmental impacts of the materials and the way to reduce them was significantly improved due to conducting a lab-based project as a course assignment as well as the planned discussion arrangements.