Sustainable Development Goals Integrated in Project-Based Learning in the Mechanical Engineering Degree

Abstract

The Sustainable Development Goals (SDGs) are an action plan to reach a better and more sustainable future for everybody. This is the main reason why universities have to make a special effort to instil in students the importance of the SDGs as well as promote actions addressed to the end poverty, the protection of the planet and the improvement of lives and prospects of everyone in any place. In light of this, one of the methodologies that currently is very used by universities is Project-Based Learning (PBL). This methodology promotes active teaching in which students are the main actors. With this methodology students solve challenging situations, raise questions, and try to answer them using their knowledge, means, resources, research, reflection in an active and collaborative way. It is not a new methodology, but it is unquestionable that in the last years it has been implemented in a generalized way in comparison with other educational trends. The objective of this paper is to define a learning approach based on PBL to achieve and enhance students' knowledge about SDGs. In addition, the paper also shows an illustrative example of a PBL model applied to some of the 17 SGDs that can be the basis for other teachers to apply the PBL methodology to develop students' capacity to achieve SGDs in other subjects and/or degrees.

Project-Based Learning Applied in the Pandemic Scenario. Case Study: Fluid-Mechanical Engineering

“…They had to develop a project in which they should design the pump system as well as the distribution network. The activity analyzed the efficiency indicators related to sustainable development goals [9]. Students had to design the system considering two hypotheses: (i) gravity network where there is a reservoir and it fills using a pump system; and (ii) direct supply using pump systems.…”

Definition of a Coordinated Project-Based Learning Teaching Guide at Computer Science Studies

“…Each PBL model involves a different number of subjects, and hence, each one presents a particular casuistry. Readers may find additional information of each PBL model in the following references: PBL Model 2 [5], PBL Model 3 [6], PBL Model 4 [5], PBL Model 5 [7], PBL Model 6 [8][9], PBL Model 7 [10], PBL Model 8 [11], PBL Model 9 [12], and PBL Model 10 [13]. This IEPI has a duration of two academic years and involves more than 55 subjects, 65 lecturers and 700 students.…”