Implementation of Environmental Engineering Clinics: A Proposal for an Active Learning Methodology for Undergraduate Students

Abstract

Quality education focused on quality, inclusion, and opportunity is one of the United Nations Sustainable Development Goals to reduce inequality in the knowledge of the people who are educated. In this sense, universities have a role in rethinking the teaching model, changing their strategies, and including new experiences based on active learning. This article makes a didactic methodological proposal for undergraduate and graduate students using learning experiences for solving regional environmental problems proposed by municipalities. This method considered creating an agreement, defining topics, preparing bases and study areas, analyzing problem solutions, and delivering products. The results showed the implementation of the environmental engineering clinics (ECCs) in five subjects of the curriculum, with the participation of sixty students, who solved problems from seven municipalities. The results showed a correct implementation of the active learning methodology, allowing for knowledge to be transferred in a real-life scenario, significantly facilitating student learning. The plan–do–check–act (PDCA) cycle provides a practical framework for learning while solving real-world challenges, empowering learners to personally engage with authentic and meaningful challenges within their communities. As was previously stated, this article presents a methodology that can be introduced in universities to improve the learning process through active learning and the link with real problems of the territories where they are located, which also allows for improving the connection with the environment, contributing significantly to the sustainability of the territories.

Enhancing Sustainable Development Goal Integration in Chilean Citizenship Education: A Thematic Analysis of Textbook Content and Instructional Strategies

“…Chile's Citizenship Education Programme shows potential for SDG integration, yet explicit mentions are infrequent, suggesting a need for curricular improvements [30]. Proposed strategies, like Environmental Engineering Clinics, encourage active, practical learning [42]. However, challenges, such as limited teacher training and curricular advice, remain.…”

“…However, challenges, such as limited teacher training and curricular advice, remain. Implementing active learning, community involvement, and interdisciplinary methods could enhance Chile's ESD, leading to a more informed, proactive citizenry [42].…”

“…Interdisciplinary methods, allowing SDG exploration across subjects, enhance holistic global issue understanding, a point made clear by the authors of [44] through various case studies. In Chile, the authors of [25,42] call for clearer, more systematic SDG inclusion in secondary education and advocate for active learning strategies like project-based learning. However, challenges, such as insufficient teacher training and strict curricula, remain [45].…”