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Impact on Education and Ecological Footprint as a Consequence of SARS-CoV-2 in the Perception of the Quality of Teaching Engineering Students in the Brazilian Amazon

Author

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  • Luiz Maurício Furtado Maués

    (Programa de Pós-Graduação em Engenharia Civil, Instituto de Tecnologia, Campus Universitário Guamá, Universidade Federal do Pará (UFPA), Belém 66075-110, PA, Brazil)

  • Felipe de Sá Moreira

    (Faculdade de Engenharia Civil, Instituto de Tecnologia, Campus Universitário Guamá, Universidade Federal do Pará (UFPA), Belém 66075-110, PA, Brazil)

  • Luciana de Nazaré Pinheiro Cordeiro

    (Programa de Pós-Graduação em Engenharia Civil, Instituto de Tecnologia, Campus Universitário Guamá, Universidade Federal do Pará (UFPA), Belém 66075-110, PA, Brazil)

  • Raísse Layane de Paula Saraiva

    (Programa de Pós-Graduação em Engenharia Civil, Instituto de Tecnologia, Campus Universitário Guamá, Universidade Federal do Pará (UFPA), Belém 66075-110, PA, Brazil)

  • Paulo Cerqueira dos Santos Junior

    (Programa de Pós-Graduação em Matemática e Estatística, Instituto de Ciências Naturais, Campus Universitário Guamá, Universidade Federal do Pará (UFPA), Belém 66075-110, PA, Brazil)

  • Olga Maria Pinheiro Pinheiro

    (Programa de Pós-Graduação em Engenharia Civil, Instituto de Tecnologia, Campus Universitário Guamá, Universidade Federal do Pará (UFPA), Belém 66075-110, PA, Brazil)

Abstract

The world experienced several economic, social and environmental transformations during the COVID-19 pandemic, and today, society assesses all these changes in the different stages of the pandemic process. In this sense, this research aimed to evaluate the educational and environmental impacts on the academic community of the largest educational institution in the Brazilian Amazon. The perception of the quality of teaching of undergraduate and graduate engineering students during remote teaching was assessed by means of an exploratory research work carried out at the Federal University of Pará (Brazil). Ecological and carbon footprint indicators were also measured through the Global Footprint Network ® . In social terms, students pointed to a reduction in the quality of teaching. Despite the incentives through institutional initiatives for both students and professors, the community was not prepared to fully migrate to the virtual world, and that made the teaching–learning process difficult. In environmental terms, the reduction in the ecological footprint that was observed could have reached values higher than those that were found, to the order of 2.33%, with the mobility sector achieving the greatest reduction.

Suggested Citation

  • Luiz Maurício Furtado Maués & Felipe de Sá Moreira & Luciana de Nazaré Pinheiro Cordeiro & Raísse Layane de Paula Saraiva & Paulo Cerqueira dos Santos Junior & Olga Maria Pinheiro Pinheiro, 2022. "Impact on Education and Ecological Footprint as a Consequence of SARS-CoV-2 in the Perception of the Quality of Teaching Engineering Students in the Brazilian Amazon," Sustainability, MDPI, vol. 14(16), pages 1-17, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:16:p:9891-:d:884928
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    References listed on IDEAS

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    1. Arfan Shahzad & Rohail Hassan & Adejare Yusuff Aremu & Arsalan Hussain & Rab Nawaz Lodhi, 2021. "Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female," Quality & Quantity: International Journal of Methodology, Springer, vol. 55(3), pages 805-826, June.
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    3. Luiz Maurício Maués & Norma Beltrão & Isabela Silva, 2021. "GHG Emissions Assessment of Civil Construction Waste Disposal and Transportation Process in the Eastern Amazon," Sustainability, MDPI, vol. 13(10), pages 1-26, May.
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    5. Li Tian & Gaofeng Xu & Chenjing Fan & Yue Zhang & Chaolin Gu & Yang Zhang, 2019. "Analyzing Mega City-Regions through Integrating Urbanization and Eco-Environment Systems: A Case Study of the Beijing-Tianjin-Hebei Region," IJERPH, MDPI, vol. 16(1), pages 1-24, January.
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    1. Ira Raveh & Sigal Morad & Miri Shacham, 2023. "Sense of Competence and Feelings of Stress of Higher Education Faculty in the Transition to Remote Teaching: What Can We Learn from COVID-19 Pandemic in the Long Run," Sustainability, MDPI, vol. 15(5), pages 1-19, February.

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