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Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education

Author

Listed:
  • Fermín Sánchez-Carracedo

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Jordi Segalas

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Gorka Bueno

    (Faculty of Engineering Bilbao, University of the Basque Country (UPV/EHU), 48013 Bilbao, Spain)

  • Pere Busquets

    (Department of Mining, Industrial and ICT Engineering, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Joan Climent

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Victor G. Galofré

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Boris Lazzarini

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • David Lopez

    (Department of Computer Architecture, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Carme Martín

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Rafael Miñano

    (Innovation and Technology for Development Center, Universidad Politécnica de Madrid-UPM, 28040 Madrid, Spain)

  • Estíbaliz Sáez de Cámara

    (Faculty of Engineering Bilbao, University of the Basque Country (UPV/EHU), 48013 Bilbao, Spain)

  • Bárbara Sureda

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Gemma Tejedor

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

  • Eva Vidal

    (University Research Institute for Sustainability Science and Technology, Universitat Politècnica de Catalunya—UPC-BarcelonaTech, 08034 Barcelona, Spain)

Abstract

This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, specifically, to the Sustainable Development Goals (SDG). The first tool, the “Engineering Sustainability Map”, contains ESD-related learning outcomes that any engineering student should have acquired upon completion of their studies. These learning outcomes are described according to four sustainability competencies: (1) Critical contextualization of knowledge, (2) Sustainable use of resources, (3) Participation in community processes, and (4) Application of ethical principles. The second tool, the “Sustainability Presence Map” of a degree, shows the percentage of the presence in the curriculum of each sustainability competency. The calculation of the presence of each competency is based on the effective integration of the related learning outcomes into a specific curriculum. Respective data are provided by teachers responsible for the coordination of the different subjects of the degree, collected by means of a questionnaire. The third tool presented is a questionnaire aimed at measuring the level of ESD that students perceive they have acquired through each competency. The comparison of data resulting from the Sustainability Presence Map with the data from the student questionnaire is the first step that allows the effectiveness of embedding ESD in a degree to be determined, a proper learning assessment will confirm such effectiveness. The three tools presented in this work have undergone a validation process and are currently being used in a set of engineering degrees related to the EDINSOST2-SDG project. The results of the application of these tools are part of the future research work of the authors.

Suggested Citation

  • Fermín Sánchez-Carracedo & Jordi Segalas & Gorka Bueno & Pere Busquets & Joan Climent & Victor G. Galofré & Boris Lazzarini & David Lopez & Carme Martín & Rafael Miñano & Estíbaliz Sáez de Cámara & Bá, 2021. "Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education," Sustainability, MDPI, vol. 13(21), pages 1-30, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:12154-:d:671604
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    References listed on IDEAS

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    1. Gemma Tejedor & Jordi Segalàs & Ángela Barrón & Mónica Fernández-Morilla & M. Teresa Fuertes & Jorge Ruiz-Morales & Ibón Gutiérrez & Esther García-González & Pilar Aramburuzabala & Àngels Hernández, 2019. "Didactic Strategies to Promote Competencies in Sustainability," Sustainability, MDPI, vol. 11(7), pages 1-24, April.
    2. Bockstaller, C. & Girardin, P., 2003. "How to validate environmental indicators," Agricultural Systems, Elsevier, vol. 76(2), pages 639-653, May.
    3. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    4. Dolors Gil-Doménech & Nina Magomedova & Eugenio José Sánchez-Alcázar & Matilde Lafuente-Lechuga, 2021. "Integrating Sustainability in the Business Administration and Management Curriculum: A Sustainability Competencies Map," Sustainability, MDPI, vol. 13(16), pages 1-23, August.
    5. Fermín Sánchez-Carracedo & Francisco Manuel Moreno-Pino & Bárbara Sureda & Miguel Antúnez & Ibon Gutiérrez, 2019. "A Methodology to Analyze the Presence of Sustainability in Engineering Curricula. Case of Study: Ten Spanish Engineering Degree Curricula," Sustainability, MDPI, vol. 11(17), pages 1-27, August.
    6. Rafael Miñano Rubio & Diego Uribe & Ana Moreno-Romero & Susana Yáñez, 2019. "Embedding Sustainability Competences into Engineering Education. The Case of Informatics Engineering and Industrial Engineering Degree Programs at Spanish Universities," Sustainability, MDPI, vol. 11(20), pages 1-29, October.
    7. Fermín Sánchez-Carracedo & David López & Carme Martín & Eva Vidal & Jose Cabré & Joan Climent, 2020. "The Sustainability Matrix: A Tool for Integrating and Assessing Sustainability in the Bachelor and Master Theses of Engineering Degrees," Sustainability, MDPI, vol. 12(14), pages 1-24, July.
    8. 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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    Cited by:

    1. Gemma Tejedor & Fermín Sánchez-Carracedo & Jordi Segalàs, 2022. "Education for Sustainable Development in Higher Education-Introduction to a Special Issue," Sustainability, MDPI, vol. 14(17), pages 1-6, August.
    2. Miguel Leiva-Brondo & Natalia Lajara-Camilleri & Anna Vidal-Meló & Alejandro Atarés & Cristina Lull, 2022. "Spanish University Students’ Awareness and Perception of Sustainable Development Goals and Sustainability Literacy," Sustainability, MDPI, vol. 14(8), pages 1-26, April.
    3. Nirda de Jesús Colón-Flores & Maira Rafaela Vargas-Martínez & Joselina Caridad Tavarez-De Henríquez & Cándida María Domínguez-Valerio, 2023. "Environmental, Social and Economic Attitudes and Sustainable Knowledge on the Sustainable Behaviour of Engineering Students: An Analysis Based on Attitudes towards Teachers," Sustainability, MDPI, vol. 15(18), pages 1-20, September.
    4. Victor Takashi Hayashi & Reginaldo Arakaki & Felipe Valencia de Almeida & Wilson Vicente Ruggiero, 2023. "The Development of Sustainable Engineering with PjBL during the COVID-19 Pandemic," IJERPH, MDPI, vol. 20(5), pages 1-23, March.

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