Sustainability in engineering education: A review of learning outcomes

Gutierrez-Bucheli, Laura; Kidman, Gillian; Reid, Alan

doi:10.1016/j.jclepro.2021.129734

Cited by 57 publications

(41 citation statements)

References 73 publications

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“…Questions about the integration of sustainability in engineering programs have been debated across the world (Thürer et al , 2018; Gutierrez-Bucheli et al , 2022). Research on the topic has been carried out in countries such as Australia (Arefin et al , 2021), Brazil (Zanitt et al , 2022), China (Qu et al , 2020), Denmark (Guerra, 2017), Finland (Takala and Korhonen-Yrjänheikki, 2019), Greece (Damigos et al , 2021), Mexico (Dieck-Assad et al , 2021), Nigeria (Mukhtar et al , 2020), Portugal (Colombo and Alves, 2017), Spain (Rodríguez-Chueca et al , 2020), Sweden (Björnberg et al , 2015), USA (Desha et al , 2019) and among others.…”

Section: Introductionmentioning

confidence: 99%

Classical paradigms versus complexity thinking in engineering education: an essential discussion in the education for sustainable development

Sigahi

Rampasso

Anholon

et al. 2022

IJSHE

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Purpose This paper aims to discuss how the theory of complex thinking can be considered an interesting element in engineering education, especially in the context in which challenges toward sustainable development are multidisciplinary. Design/methodology/approach This viewpoint synthesizes the main reflections and discussions generated during a process of debate, research and creation of a proposal for an undergraduate engineering course at a higher education institution in Brazil. The literature on engineering education, sustainability and complexity was considered in an integrated way. Debates were conducted considering the authors’ knowledge and experience as professors of engineering courses and researchers in the field of sustainability. A qualitative and reflexive approach was used to organize the main discussions. Findings The prevailing classical engineering paradigm trains professionals to think from a Cartesian, reductionist perspective, appropriate for solving well-structured problems with known solution paths and convergent answers. However, addressing sustainability challenges requires a different kind of thinking capable of dealing with situations characterized by uncertainty, emergence and incompleteness of knowledge. Complexity thinking can be useful for this purpose as it provides a broad system approach to deal with ill-defined, ill-structured and unpredictable problems. This study can be understood as a call to researchers and professionals to consider the value and importance of complexity thinking to advance engineering education for sustainability. Originality/value The need to overcome the limits of the classical engineering paradigm is emphasized in the context of sustainability. Complex thinking is considered as a path toward a paradigm shift in engineering education for sustainability. It can contribute to the training of professionals to face pressing challenges now and in the future. This viewpoint provides some insights to enhance debates on education engineering.

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Section: Introductionmentioning

confidence: 99%

Classical paradigms versus complexity thinking in engineering education: an essential discussion in the education for sustainable development

Sigahi

Rampasso

Anholon

et al. 2022

IJSHE

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“…Students engage in deeper learning and high-level reading, and their motivation is increased. Studies carried out in the United States of America and United Kingdom showed that students who enrolled on project-based assignments were superior in answering applied and conceptual problems (Gutierrez-Bucheli et al, 2022). However, the emergency remote teaching methods adopted by universities during the pandemic were limited to delivery media, without taking full cognizance of these practices.…”

Section: Introductionmentioning

confidence: 99%

Assessment and Evaluation of Emergency Remote Teaching for a Project-Based Assignment on the Production of Eco-Innovative Food Products – A Case Study

Katsouli

Giannou

Taoukis

2023

IJFS

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Institutions of Higher Education (HEIs) faced great challenges, due to the COVID- crisis, on swiftly dealing with this unprecedented situation regarding the implementation of practical courses and interactive educational activities such as project-based courses. The aim of this work is to analyze the challenges and difficulties that arose through this process and the benefits that have emerged for both students and educators. For this reason, questionnaires were designed to study the pedagogical practices used for a project-based course, during the pandemic, and were distributed online to all students and supervisors enrolled in the course. The course entailed the design of an innovative food product, from the interactive analysis of different novel ideas to the production of a final product of high nutritional and ecological profile. Despite the concern that the enforcement of distance learning would significantly affect project-based courses, the majority of respondents confirmed that their institution adapted the curriculum successfully. They also declared satisfaction with the general format, and teaching procedures adopted, and agreed that the online modality can properly transmit educational content. Although, both faculty and students needed to adapt to the distance learning modality and become familiar with the use of new digital tools, they agreed that it can be very useful and provide benefits, when properly planned in advance and accompanied by the right technical support, equipment and class materials.

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“…the experiences of European universities (Thürer et al , 2018), or the definition of sustainable learning outcomes [e.g. Gutierrez-Bucheli et al (2022)] – and have overlooked articulating this new knowledge using current, well-established engineering education frameworks.…”

Section: Introductionmentioning

confidence: 99%

The evolution of sustainability in engineering education research: a longitudinal analysis through bibliometrics and the CDIO initiative

Alarcon-Pereira

Rampasso

Tapia-Ubeda

et al. 2023

IJSHE

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Purpose Considering the relevance of education for sustainable development (SD) to enhancing engineers’ abilities to contribute towards sustainability-related issues, this study aims to help understand the global context of the insertion of SD into engineering education and to provide guidelines to further evolve research and efforts towards implementing Engineering Education for Sustainable Development (EESD). Design/methodology/approach This study performed a longitudinal analysis using bibliometrics and a content analysis via Conceive–Design–Implement–Operate standards. SciMAT software was used to support the bibliometric analysis. Findings In addition to an increase in the practical aspects presented due to a change in the approaches taken to examine key topics, evidence on important concepts such as “life cycle assessment” and “digitalisation” increased in more recent years. However, it was possible to show that, despite the evolution observed throughout the years, several important opportunities exist for engineering programmes to improve and, for researchers, to fill the related gaps in the research. Originality/value This study can be used as a guide for future research and as a source of insights for EESD implementation and improvement.

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Sustainability in engineering education: A review of learning outcomes

Cited by 57 publications

References 73 publications

Classical paradigms versus complexity thinking in engineering education: an essential discussion in the education for sustainable development

Classical paradigms versus complexity thinking in engineering education: an essential discussion in the education for sustainable development

Assessment and Evaluation of Emergency Remote Teaching for a Project-Based Assignment on the Production of Eco-Innovative Food Products – A Case Study

The evolution of sustainability in engineering education research: a longitudinal analysis through bibliometrics and the CDIO initiative

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