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Students’ Perception about Sustainability in the Engineering School of Bilbao (University of the Basque Country): Insertion Level and Importance

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  • Zaloa Aginako

    (Department of Electrical Engineering, Engineering School of Bilbao, University of the Basque Country, 48013 Bilbao, Spain)

  • Teresa Guraya

    (Department of Mining and Metallurgical Engineering and Materials Sciences, Engineering School of Bilbao, University of the Basque Country, 48013 Bilbao, Spain)

Abstract

Almost three decades have passed since the Rio declaration, and after numerous initiatives developed to include sustainability in higher education, with the support of Education for Sustainable Development, it is worth wondering at what point is the process of inserting sustainability in university degrees. To clarify this question, engineering students were inquired, at the University of the Basque Country (UPV/EHU), about their perception of the insertion-level of sustainability and the importance they give to it (in environmental, social, and economic dimensions). The novelty of this study lies in the use of a new questionnaire, based on the students’ activity. The instrument was designed ad hoc and was previously validated for this study. The results indicate a low insertion level of sustainability in its three dimensions in three engineering degrees analysed. Nevertheless, the research also shows that the students give great importance to Sustainable Development (SD), either in academic, personal, or professional spheres. The low insertion level of SD and the high interest of students should be considered by the academic institution as an opportunity to deep in its holistic approach to promote the integration of SD in university curricula, not only in engineering degrees.

Suggested Citation

  • Zaloa Aginako & Teresa Guraya, 2021. "Students’ Perception about Sustainability in the Engineering School of Bilbao (University of the Basque Country): Insertion Level and Importance," Sustainability, MDPI, vol. 13(15), pages 1-20, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8673-:d:607778
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    1. Maria Kalamas Hedden & Roneisha Worthy & Edwin Akins & Vanessa Slinger-Friedman & R. C. Paul, 2017. "Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education," Sustainability, MDPI, vol. 9(8), pages 1-18, July.
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    4. Fermín Sánchez-Carracedo & Francisco Manuel Moreno-Pino & Daniel Romero-Portillo & Bárbara Sureda, 2021. "Education for Sustainable Development in Spanish University Education Degrees," Sustainability, MDPI, vol. 13(3), pages 1-24, January.
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