Engineering education perspective for sustainable development: A maturity assessment of cross-disciplinary and advanced technical skills in eco-design

Perpignan, Catherine; Baouch, Yacine; Robin, Vincent; Eynard, Benoît

doi:10.1016/j.procir.2020.02.051

Cited by 14 publications

(12 citation statements)

References 14 publications

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“…In all universities, it is common to see the core or subjects of the institution as those that give the distinctive feature to the student who graduates from the university, as well as subjects and content that urge the student to be trained in vital aspects such as ethics and other factors inherent to their discipline that promote interdisciplinarity [64]. The same can occur with environmental education or with sustainable development by incorporating environmental education or sustainable development in the syllabus [65]. This would not only respond to the needs of the students, but each subject would be aligned with policies such as the 2030 agenda and SDGs [66].…”

Section: Discussionmentioning

confidence: 99%

Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America

et al. 2020

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Environmental education (EE) has become the only tool for environmental sustainability in training processes in Colombia, for basic cycles in primary and secondary, as well as university education. EE tends to transform human actions in nature, based on multidisciplinary knowledge that supports decision-making. Its goal is to generate a change in social behavior in order to achieve the recovery, conservation, and preservation of the environment. In Colombia, education for sustainable development (ESD) is embedded in EE. These educational models (EE and ESD) seek to achieve sustainable development goals (SDGs), which generally seek the economic and social well-being of nations, both for current and future generations. Environmental engineering is a relatively new degree course in Colombia and Latin America since it appeared in the mid-nineties, and it must involve EE within its curriculum. Students are trained in this trend. This research intends to demonstrate, through a curricular review of the environmental engineering curricula and also surveying students from this degree, the level of inclusion of EE in Latin America. Strengths are identified in the curricula, such as the strong presence of EE in disciplinary subjects and opportunities for improvement based on the needs of the students. The situation in South America is also included in this study.

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Section: Discussionmentioning

confidence: 99%

Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America

et al. 2020

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“…The key problem is that despite the strategies and goals of various societies and communities, the integration of ESD in higher education still faces some challenges [16][17][18][19][20]. These cover aspects in different levels of the study process, from the lack of support for faculty training, efficient teaching materials and incorporation of sustainability in the instruments for quality assessment of degree programs [21], to issues of engineering schools or universities only including the question of sustainability in their curricula to a considerably limited extent [22]. When it comes to engineering education for sustainable development, there is no clear consensus on the definition or the list of desired competencies, skills, or learning outcomes [23].…”

Section: An Overview Of the Study Areamentioning

confidence: 99%

Assessing Education for Sustainable Development in Engineering Study Programs: A Case of AI Ecosystem Creation

Paulauskaitė-Tarasevičienė

Lagzdinyte-Budnike

Gaižiūnienė

et al. 2022

Sustainability

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The issue of sustainability in education has never been more important for the future of our environment, and strategies to develop the skills needed by younger generations to meet this significant global challenge should be developed across all curricula. There is much focus on the topic of sustainability in business, finance, climate, health, water and education; however, there are some challenges when sustainability needs to be integrated into engineering or fundamental study programs (SPs). In the latter, sustainability is more often emphasized and implemented through its general principles or separate modules in social sciences and project activities. There are a number of questions and challenges in how to highlight sustainability aspects and evaluation metrics due to the specifics of the engineering study field. For evaluating the sustainability level in engineering studies, a hierarchical methodology employing the SAMR (Substitution, Augmentation, Modification, Redefinition) model is proposed, taking a technological university in Lithuania as the case study. As a more concrete example, the first and second cycle SPs titled ‘Artificial Intelligence’ are described and analyzed in all relevant perspectives of sustainability. The study proposes five tangible criteria that must be emphasized in the learning process in order to ensure the development of sustainability goals in IT/AI study programs.

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“…That is why decision-making focuses on knowledge that improves thinking systems [14]. It is important to consider all these competencies as preliminary axes for the integration of knowledge and the management of complexity to formulate judgments that allow discerning a reflection or view of reality on the social and ethical responsibilities of the engineer [30].…”

Section: Competencies For Environmental Engineering Relating To Esdmentioning

confidence: 99%

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

2021

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Sustainable development (SD) is a global commitment, in the economic, social, and environmental terms of the 21st century. The SD integrates conventional development models that seek economic growth and human development, within the framework of respect and sustainable use of natural resources. This challenge must involve all levels of society. Higher education is not an exception, since universities must strive for knowledge, research, and innovation to promote SD. To achieve this, education for sustainable development (ESD) has been especially promoted by the United Nations. ESD is an indirect measurement instrument for the inclusion of SD in higher education curricula. Environmental engineering is one of the areas of most recent creation and expansion of engineering, this undergraduate program seeks to solve the environmental problems generated by the economic development of human beings, applying the theory, techniques, and technologies of engineering. With this systematic literature review (SLR), we were able to answer different research questions posed towards the most relevant competencies, techniques, and tools for the inclusion of ESD in the environmental engineering curriculum. This SLR was developed by searching the Science Direct, Scopus, and ERIC databases. We were able to identify success stories for the inclusion of ESD and some gaps in promoting ESD within undergraduate programs in environmental engineering. Likewise, we find the most applied activities, tools, and competencies within this engineering field that are part of ESD and promote SD from the curriculum.

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Engineering education perspective for sustainable development: A maturity assessment of cross-disciplinary and advanced technical skills in eco-design

Cited by 14 publications

References 14 publications

Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America

Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America

Assessing Education for Sustainable Development in Engineering Study Programs: A Case of AI Ecosystem Creation

Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review

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