Project-Based Learning (PBL) is an educational approach that emphasizes learning through active engagement in real-world projects. It involves students working collaboratively on projects that are relevant and meaningful, allowing them to develop critical thinking, problem-solving, and communication skills. PBL promotes inquiry, research, and application of knowledge in a practical context, fostering a deeper understanding of the subject matter. Supporting developing countries to strengthen their scientific and technological capacity is crucial for their sustainable development. By enhancing their capabilities in science and technology, these countries can address challenges related to sustainable patterns of consumption, production, and transportation. This support can involve various aspects such as knowledge transfer, technology transfer, capacity building programmes, research collaborations, and financial assistance. The authors believe that one of the most efficient ways to achieve societal change and sustainable actions that may perdure is through education. Therefore, by empowering students in scientific and technological fields, they can adopt more sustainable practices, innovate solutions, and contribute to global efforts in achieving sustainable development goals wherever they will work and be. The addressed problem presented in this chapter deals with solid waste transportation logistics, optimizing routes, and ensuring the use of environmentally friendly modes of solid waste transportation management through the utilization of multi-criteria decisions. Addressing these problems requires a holistic approach that includes investment in sustainable infrastructure, collaboration with transportation providers, adoption of new technologies, policy support, and employee engagement initiatives. By overcoming these challenges, companies can contribute to reducing the environmental impact of transportation and move towards more sustainable practices. At the same time, students involved in their solution proposals acquire competencies that they might apply in their future working careers. These projects are developed by young master students at the Polytechnic University of Coimbra, Coimbra Engineering Institute and the methodology used was a study case approach. These students belong to Gen Z, meaning those born since 1995. This generation is characterised by hyper-connected, agile, individualistic, simple, tolerant individuals who embrace diversity. Named after alpha, the first letter in the Greek alphabet, Generation Alpha is the first to be born entirely in the twenty-first century and the third millennium. Generation Alpha will confront unique circumstances, particularly environmental challenges such as extreme weather events, which are projected to increase in prevalence during their lifetimes. This problem-based project proposal was immediately accepted by them and at its conclusion. In conclusion, we believe that the students have gained experience and a desire to continue to study these subjects and are more aware of how their knowledge can make a difference in people’s daily lives and practices. Stakeholders will be informed, and new improvements can be made collaboratively.