Integrating Sustainability in a Student-Centered Learning Environment for Engineering Education

Arsat, Mahyuddin; Amin, Nor Fadila Mohd; Latif, Adibah Abdul; Arsat, Rashidah

doi:10.1166/asl.2017.7286

Cited by 2 publications

(6 citation statements)

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“…The combination or mixture of online and offline learning activities is called Blended Learning, which is a learning strategy that combines face-to-face learning and learning that uses online learning resources (Daulay, 2016). Research results by Arsat et al (2017) showed that in the lecture process, it takes a learning pattern that integrates technology. Utilization of technology in learning with the PBLRQA integrated blended learning model can create more effective, efficient and attractive learning patterns following students' interest within the utilize of intuitive media such as portable workstations and smartphones so that theoretical material can be more effectively caught on and issues related to science learning anticipated to be settled.…”

Section: Who (World Health Organization) Chinamentioning

confidence: 99%

The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

Yustina

Syafii

Vebrianto³

2020

JPII

168

114

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The purpose of this study was to analyze the effect of Blended Learning (BL) and Project-Based Learning (Pj-BL) on the pre-service teachers’ creative thinking in learning biology. This type of research is a quasi-experimental study with 76 biology education students as research subjects. In its implementation, the experimental class was taught using the BL and Pj-BL approach, the control class is conventional class. The parameters are creative thinking with 4 indicators. Data was collected using pretest and posttest assessments. Data is presented and analyzed descriptively. The results of the study were overall the average score of creative thinking of pre-service teachers in the experimental class was 91 with an N-gain index of 0.62, higher than in the control class (76) with an N-gain index of 0.51. From the results, it could be concluded that Blended Learning and Project-Based Learning are quite influential in increasing the creative thinking ability of pre-service biology teachers, and BL and Pj-BL is quite more effective than conventional in increasing the pre-service teachers’ creative thinking in biology learning.

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Section: Who (World Health Organization) Chinamentioning

confidence: 99%

The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

Yustina

Syafii

Vebrianto³

2020

JPII

168

114

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“…[39] Interviews [22,35] (A) (B) The various methods depicted in the 30 articles are summarized in Table 3 with the main data of each study detailed below accordingly. Their description and the details varied from one article to another with no consistency in the content.…”

Section: Methodsmentioning

confidence: 99%

“…Content analysis [15,20,27,28,33,35,36,41] Engineering Sustainability Map [19,24,29] Sustainability presence map [19,24,29] Tracing sustainability learning outcomes within the faculty's graduate attributes, subject learning outcomes, and assessment learning outcomes [4] Survey/questionnaire [3,16,17,19,21,25,26,32,[36][37][38][39][40]42] Fuzzy Cognitive Maps [22] Fuzzy comprehensive evaluation model [25] Systematic review [3,4,20,23,30,34] STAUNCH (Sustainability Tool for Auditing University Curricula in Higher Education) [18,37] TOPSIS [3] Benchmarking [31,40,42] Comparative analysis [39] Interviews [22,35] Students' deliverables (quizzes, projects, etc.) [26,…”

Section: Methods Articlesmentioning

confidence: 99%

“…Notably, there is a variance in the level of detail provided in the listed articles regarding the methods used. For example, the implementation of content analysis is well documented in some articles, indicating specific tools such as Excel [15,33] and NVivo 11 [28], but is nonexistent in others [20,27,35,36,41]. This inconsistency makes it difficult to decide whether one approach is better than the other, or if a new assessment method is warranted.…”

Section: Methodsmentioning

confidence: 99%

“…Arsat et al ( 2017) [35] The analysis of the results followed a systematic approach, categorizing them into three factors: input, throughput, and output. The study then revealed three primary findings: (1) the complete implementation of sustainability is lacking across all engineering courses, (2) a student-centered learning environment should provide a platform for integrating sustainability without compromising technical and engineering content, and (3) when implemented, the integration of sustainability is focused on one pillar, specifically the environmental aspect.…”

Section: Article Findings From the Articles Authors' (Our) Interpreta...mentioning

confidence: 99%

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A Systematic Review of the Different Methods Assessing Sustainability Integration in Engineering Curricula

Nakad,

Gardelle,

Abboud

2024

Sustainability

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Over the last two decades, numerous studies have highlighted the significance of integrating sustainability into higher education. Consequently, there has been a growing interest in the literature on engineering education for sustainable development, emphasizing the inclusion of this concept within engineering curricula and recognizing the pivotal role that engineers play in achieving the sustainable development goals. Therefore, sporadic engineering faculties worldwide have begun acknowledging and assessing issues related to sustainability in their curricula. As several methods have been employed to assess its inclusion, the aim of this paper is to review the various methods used to gauge how sustainability is incorporated in their respective engineering curricula. We carried out a systematic review of the literature regarding sustainability as assessed specifically in engineering curricula using the Scopus and ERIC databases. We applied PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology and, as a result, 30 papers were included. The results produced 14 methods with the articles highlighting existing limitations. Therefore, the authors recommend the combination of at least two of the methods to efficiently evaluate sustainability in engineering curricula.

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Integrating Sustainability in a Student-Centered Learning Environment for Engineering Education

Cited by 2 publications

References 0 publications

The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

The Effects of Blended Learning and Project-Based Learning on Pre-Service Biology Teachers’ Creative Thinking Skills through Online Learning in the Covid-19 Pandemic

A Systematic Review of the Different Methods Assessing Sustainability Integration in Engineering Curricula

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