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Engineering Education for Sustainable Development: Evaluation Criteria for Brazilian Context

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  • Izabela Simon Rampasso

    (Laboratory of Technology, Business and Environment Management (LATEC), Federal Fluminense University, Passo da Pátria Street, Niterói, Rio de Janeiro 24210-240, Brazil
    School of Mechanical Engineering, University of Campinas, Mendeleyev Street, Campinas, São Paulo 13083-970, Brazil)

  • Osvaldo L. G. Quelhas

    (Laboratory of Technology, Business and Environment Management (LATEC), Federal Fluminense University, Passo da Pátria Street, Niterói, Rio de Janeiro 24210-240, Brazil)

  • Rosley Anholon

    (School of Mechanical Engineering, University of Campinas, Mendeleyev Street, Campinas, São Paulo 13083-970, Brazil)

  • Marcio B. Pereira

    (Laboratory of Technology, Business and Environment Management (LATEC), Federal Fluminense University, Passo da Pátria Street, Niterói, Rio de Janeiro 24210-240, Brazil)

  • Jocimar D. A. Miranda

    (Laboratory of Technology, Business and Environment Management (LATEC), Federal Fluminense University, Passo da Pátria Street, Niterói, Rio de Janeiro 24210-240, Brazil)

  • Wenderson S. Alvarenga

    (Laboratory of Technology, Business and Environment Management (LATEC), Federal Fluminense University, Passo da Pátria Street, Niterói, Rio de Janeiro 24210-240, Brazil)

Abstract

Considering the increasing importance of sustainability in future professionals’ education and the role played by engineers in society, this paper aims to analyze the key criteria that should be considered in models to evaluate the insertion level of sustainability into engineering education, considering the Brazilian context. For this, criteria reported in the literature were collected and evaluated by engineering professors. The respondents were asked to classify the criteria as “essential”, “useful, but not essential”, or “not necessary”. Data collected were analyzed through Lawshe’s method. From 15 criteria collected from the literature, 5 were not considered essential to evaluate engineering education for sustainable development (EESD), according to data analysis: C2 (establishment of global partnerships), C4 (encouraging students to volunteer through extracurricular activities), C9 (use of active learning approaches to problem solving to teach aspects related to sustainability), C10 (use of service-learning towards the local community for educational purposes) and C15 (use of sustainability concept in university installations). It was possible to verify that most of these criteria (C2, C4, C10, and C15) were not directly related to engineering curricula, being parallel activities. Regarding C9, active learning approaches can enhance attributes important for students in the context of sustainable development, but they are not goals of EESD. This research contributes to the development of evaluation models for engineering education in the Brazilian context and its findings can also be useful for studies in other countries. No similar study was found in the literature.

Suggested Citation

  • Izabela Simon Rampasso & Osvaldo L. G. Quelhas & Rosley Anholon & Marcio B. Pereira & Jocimar D. A. Miranda & Wenderson S. Alvarenga, 2020. "Engineering Education for Sustainable Development: Evaluation Criteria for Brazilian Context," Sustainability, MDPI, vol. 12(10), pages 1-11, May.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:10:p:3947-:d:356831
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    References listed on IDEAS

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    1. José Felipe Figueiredo Barata & Osvaldo Luiz Gonçalves Quelhas & Helder Gomes Costa & Ruben Huamanchumo Gutierrez & Valdir De Jesus Lameira & Marcelo J. Meiriño, 2014. "Multi-Criteria Indicator for Sustainability Rating in Suppliers of the Oil and Gas Industries in Brazil," Sustainability, MDPI, vol. 6(3), pages 1-22, February.
    2. Mulder, Karel F., 2017. "Strategic competences for concrete action towards sustainability: An oxymoron? Engineering education for a sustainable future," Renewable and Sustainable Energy Reviews, Elsevier, vol. 68(P2), pages 1106-1111.
    3. Zhiliang Huang & Annan Peng & Tongguang Yang & Shuguang Deng & Yuexia He, 2020. "A Design-Based Learning Approach for Fostering Sustainability Competency in Engineering Education," Sustainability, MDPI, vol. 12(7), pages 1-17, April.
    4. Luis Roberto Arruda & Valdir De Jesus Lameira & Osvaldo Luiz Gonçalves Quelhas & Fernando Neves Pereira, 2013. "Sustainability in the Brazilian Heavy Construction Industry: An Analysis of Organizational Practices," Sustainability, MDPI, vol. 5(10), pages 1-17, September.
    5. Vitor W. B. Martins & Rosley Anholon & Osvaldo L. G. Quelhas & Walter Leal Filho, 2019. "Sustainable Practices in Logistics Systems: An Overview of Companies in Brazil," Sustainability, MDPI, vol. 11(15), pages 1-12, July.
    6. Nowotny, Janusz & Dodson, John & Fiechter, Sebastian & Gür, Turgut M. & Kennedy, Brendan & Macyk, Wojciech & Bak, Tadeusz & Sigmund, Wolfgang & Yamawaki, Michio & Rahman, Kazi A., 2018. "Towards global sustainability: Education on environmentally clean energy technologies," Renewable and Sustainable Energy Reviews, Elsevier, vol. 81(P2), pages 2541-2551.
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    2. Carlos Ocampo-López & Fabio Castrillón-Hernández & Hader Alzate-Gil, 2022. "Implementation of Integrative Projects as a Contribution to the Major Design Experience in Chemical Engineering," Sustainability, MDPI, vol. 14(10), pages 1-11, May.
    3. Yifan Liu & Tiantian Bao & Dan Zhao & Huiyun Sang & Benwei Fu, 2022. "Evaluation of Student-Perceived Service Quality in Higher Education for Sustainable Development: A Fuzzy TODIM-ERA Method," Sustainability, MDPI, vol. 14(8), pages 1-21, April.
    4. Patrycja Hąbek & Magdalena Palacz & Fizza Saeed, 2024. "Embedding Sustainability into Mechanical Engineering Master Programs—A Case Study of the Top Technical Universities in Europe," Sustainability, MDPI, vol. 16(2), pages 1-20, January.
    5. Carlos Cacciuttolo & Yaneth Vásquez & Deyvis Cano & Fernando Valenzuela, 2023. "Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm," Sustainability, MDPI, vol. 15(14), pages 1-27, July.
    6. Paula M. Castro & Ana Ares-Pernas & Adriana Dapena, 2020. "Service-Learning Projects in University Degrees Based on Sustainable Development Goals: Proposals and Results," Sustainability, MDPI, vol. 12(19), pages 1-23, September.

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