Eco-design and Eco-efficiency Competencies Development in Engineering and Design Students

Neto, Victor

doi:10.3390/educsci9020126

Cited by 10 publications

(8 citation statements)

References 37 publications

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“…These results are aligned with prior works such as [14,18], where students, through discovery and inquiry, searched for solutions for diverse problems in the field of renewable energy. Nonetheless, in counterpart to prior studies which are situated from a holistic view from HEIs [9,13], we think that the initiatives from educators in classrooms are important to achieve and promote SD. With these initiatives, the change in SD can also be fostered in HEIs.…”

Section: Conclusion and Further Workmentioning

confidence: 89%

“…Additionally, the standpoint of the technical staff of EOLO regarding the performance of the students indicates that the engagement, compromise, curiosity, and cooperation by the students are the most remarkable educational and attitudinal aspects of the methodology. In the same way as the studies [9,13,14,18], we think the most difficult issue in SD is its effective incorporation in the classrooms. Therefore, in this study, we constructed a methodology within a representative project in the renewable energy field.…”

Section: Conclusion and Further Workmentioning

confidence: 94%

“…Although around 1400 HEIs have endorsed, signed, and approved plenty of declarations about Sustainable Development (SD) from 1990 until now mainly in Europe and US [7,8], questions still remain about how engineering curricula can contribute to SD and how these curricula could keep students motivated and engaged. In particular, these issues have been reported in numerous studies in engineering education [9][10][11][12][13][14]. The authors claim in these studies for a need to understand engineering holistically and not only from the traditional technical point of view regarding SD.…”

Section: Introductionmentioning

confidence: 93%

“…The authors suggested that the methodology can help to bring to life the discourse about ESD and it allowed its incorporation inside interdisciplinary projects in electrical engineering. Also, a methodology for the development of eco-design and eco-efficiency competencies in engineering is presented in [13]. In the methodology participated 49 students during 2018-2019 who performed three assignment stages: Identifying the product and fabrication processes, ecodesign analysis of the product and eco-efficiency evaluation, and rethinking the product to decrease its environmental impact and promote circularity.…”

Section: Educational Workmentioning

confidence: 99%

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Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO

Ariza

Olatunde-Aiyedun

2023

Sustainability

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In recent years, there has been a growing interest in education for sustainable development (ESD). Although several national and international agencies, e.g., the UN or UNESCO, have promoted its deployment in higher education institutions, educators are still facing problems with how to articulate this type of education within the curriculum, allowing students to develop their technical and labor competencies, and soft skills as well. In this way, this study describes a methodology with Project-Based Learning in renewable and sustainable energies through the development of an electrical vehicle (EV) known as EOLO. This initiative arose from an industry-academia collaboration to develop the first Colombian EV with the support of solar and wind energy sources. Twelve engineering students participated in the development of the vehicle through a set of capstone projects over a year and a half with the support of two tutors (professors) and two engineers (technical staff) of the project. Additionally, two versions of EOLO with vertical and horizontal axis wind turbines were made with the cooperation of the students. The results evidence that the methodology helped to engage students, promoted meaningfully and situated learning through real-world problems in renewable energies, and fostered motivation and peer collaboration. Nonetheless, aspects such as the improvement of the communications channels, the revision of the complexity of the projects, the sense of community to achieve a common goal, or the tutoring and monitoring processes should be strengthened for further initiatives and/or active learning methodologies. In this sense, some challenges and recommendations that can help to develop methodologies that combine ESD and engineering are provided based on the experience in this study.

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Section: Conclusion and Further Workmentioning

confidence: 89%

Section: Conclusion and Further Workmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 93%

Section: Educational Workmentioning

confidence: 99%

See 2 more Smart Citations

Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO

Ariza

Olatunde-Aiyedun

2023

Sustainability

View full text Add to dashboard Cite

show abstract

“…Future professionals should also develop vital competences regarding rethinking products and business models in order to address the emergent sustainability problems. As the author of "Eco-Design and Eco-Efficiency Competencies Development in Engineering and Design Students" [14] explains, students may gain sensibility as they develop professional competences while working in assignments provided by real industrial companies with this concern in mind.…”

mentioning

confidence: 99%