Integration of Sustainability in Engineering and Architectural Studies in Spanish Universities
Abstract
:1. Introduction
2. Review of the Literature and Substantiation of the Main Contribution of the Article
- The institutional scope, i.e., the HEIs under study.
- The documentary reference, i.e., the type of document the content of which is analysed to measure the degree of integration of ESD in the curricula.
- Identification of the semantic terms or categories, the inclusion of which in the documentary references can be considered proof of the integration of ESD in the curricula.
- The observation unit, i.e., the institution or group of institutional activities that is described and analysed.
- The indicators used. In the absence of standard indicators of the degree of integration of the sustainability perspective in the curricula, existing research uses different criteria: sometimes, a mere mention of sustainable development serves to characterise an entire degree course as sustainable. In others, there is a more detailed analysis that considers the number of subjects that have been transformed, the percentage of classroom hours occupied by subjects with sustainable content [18] or the depth with which sustainability competencies are transmitted. The later solution has been adopted, for example, by the EDINSOST group research [30,41,42].
- First, there are researches with an international scope [43,44,45]. These are characterised by the difficulty of establishing a homogeneous documentary reference for research, which is a consequence of the international diversity in the formalisation and communication of the content of the courses. These works usually obtain information from undifferentiated locations on the websites of the HEIs under study. The statistical unit is usually highly aggregated (generally identified with the HEI itself) in this type of research, which consequently lacks sufficient resolution since there is usually a variety of degrees of incorporation of sustainability into the curricula at the same HEI. Lastly, the results are also highly aggregated in this type of work, usually by country or region.
- Other researches analyses several HEIs in a single country [18,31,46,47,48]. The documentary evidence is usually more homogeneous in this type of research, especially if there are national standards related to the information that universities must publish concerning their teaching approaches, content and methodology. The descriptions and comparisons are usually more rigorous as a result of this homogeneity, but at the expense of the option of making international comparisons. These works tend to compare HEIs in a single country with each other. Sometimes, however, the comparison does not cover all the degrees offered by each HEI but is limited to a few [41,49,50]. As a general rule, the results cannot be extrapolated to the country’s university system as a whole because the selection of the institutions to be studied fails to ensure that they are representative nationwide.
- A third group of researches aims to describe a single HEI. The Azcárate et al. [34] study at the University of Cádiz (in Spain), the work of Colombo and Alves [51] at an unspecified university in northern Portugal and Bautista-Cerro and Díaz [33] analyse 26 degrees conferred by the National Distance Education University (also in Spain). We can assume that there are no biases derived from the use of non-homogeneous documentary evidence in these investigations. For this reason, internal comparability between degrees or subjects is reasonably ensured within each HEI. The main drawback to these studies is that, in general, their results cannot be legitimately extrapolated to the entire national system of which they form part, and even less to compare different national systems.
3. Methods
3.1. Objectives
- Into what percentage of engineering and architecture degrees can it be said that some kind of integration has occurred?
- In what types of university and in which subjects sustainability has been integrated the most?
- Which are the aspects or dimensions of sustainable development that have been incorporated into the curricula the most?
3.2. Research Approach and Instruments
3.3. Field Work
3.4. Selection and Characterisation of the Sample
4. Results
4.1. Incidence of Curriculum Renewal for the Integration of Sustainability in Engineering and Architecture Degrees
4.2. The Dimensions of Sustainability in Engineering and Architectural Subjects
4.3. Sustainability in Subject Design Components
5. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A. Instrument for Analysis of the Content of the Teaching Guides
Dimensions | Categories and associated terms |
Sustainability | Sustainability: sustainable development, unsustainable, sustainable, etc. |
Socio-cultural | Universal accessibility Well-being and quality of life: common good, improving quality of life and helping well-being Demographics: changes, circumstances, etc. Fundamental rightsHuman rights Universal rights Ethics: ethical principles, ethical behaviour, ethical values, etc. Governance: democracy, transparency, freedom of opinion, citizen participation, etc. Equal opportunities (non-discrimination): equity, plurality, equal rights, etc. Equality between men and women: gender equality, non-sexist language, non-discrimination based on sex, etc. Social impact: human influence and intervention in society, understanding of social responsibilities derived from human activity, etc. Social justice: social values, respect for society, committed and supportive citizenship, etc. Multiculturalism: cultural diversity, multicultural society, intercultural understanding, etc. Peace: culture of peace, peaceful, human security, etc. Health: health promotion, factors that determine healthy levels of life, etc. ICTs: access to ICTs, digital gap, etc. |
Environmental | Biodiversity: biological diversity Climate change: climate-based problems Conservation of the natural environment: conservation of environmental resources Eco-design: eco-labelling and eco-product Ecology: industrial ecology, organic livestock, organic production, organic farming, etc. Energy: energy efficiency, use of renewable energies, conservation of energy resources, etc. Waste management: minimisation of waste, waste management, etc. Environmental impact: environmental impact, environmental repercussions, environmental implications, etc. Environmental engineering: environmental engineering Environmental legislation: environmental regulations, environmental standards, etc. Environmental problems: environmental problems, etc. |
Environmental protection: environmental commitment, sensitivity towards environmental issues, respect for the environment, etc. Recycling: recycled paper, waste recycling, etc. Natural resources: conserve the earth’s resources, reduced and efficient use of natural resources, etc. Rural development Environmental technology Sustainable urban development: sustainable urban planning, urban sustainability, eco-urbanism, etc. | |
Economic | Market economy: harmonising market needs with environmental protection and the objective of social equity Environmental management: economic repercussions of environmental management Poverty: reduction of poverty Responsible consumption and production: social and environmental effects of consumption habits Corporate social responsibility: corporate social responsibility and social responsibility |
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Distribution | Sample | Population | |
---|---|---|---|
Ownership | Public University | 85 | 84 |
Private University | 15 | 16 | |
Nature of the subject | Mandatory | 66 | 82 |
Optional | 31 | 15 | |
Others | 3 | 3 | |
Course | First year | 18 | 18 |
Second year | 20 | 19 | |
Third year | 28 | 22 | |
Fourth year | 27 | 21 | |
Fifth year | 3 | 3 | |
Others | 4 | 17 |
No. of Mentions of Categories Related to Sustainability | All Subjects | In Private Universities | In Public Universities | In Compulsory Subjects | In Optional Subjects |
---|---|---|---|---|---|
0 | 50.0 | 56.1 | 48.9 | 47.4 | 53.7 |
1–2 | 29.7 | 23.9 | 30.7 | 31.3 | 27.4 |
3–5 | 13.1 | 13.5 | 13.1 | 13.7 | 12.2 |
More than 5 | 7.1 | 6.5 | 7.3 | 7.7 | 6.7 |
No. of Mentions of Categories Related to Sustainability | All Courses | First | Second | Third | Fourth | Fifth |
---|---|---|---|---|---|---|
0 | 49.3 | 58.5 | 52.7 | 45.2 | 46.5 | 33.3 |
1–2 | 30.1 | 28.0 | 28.0 | 32.9 | 29.2 | 40.0 |
3–5 | 13.4 | 10.9 | 13.5 | 15.1 | 13.7 | 10.0 |
More than 5 | 7.2 | 2.6 | 5.8 | 6.8 | 10.6 | 16.7 |
Dimension | All Universities | Public | Private |
---|---|---|---|
Socio-cultural | 55.1 | 52.3 | 72.8 |
Environmental | 30.0 | 31.8 | 18.3 |
Economic | 2.6 | 2.7 | 1.4 |
Sustainability in general | 12.3 | 13.1 | 7.5 |
Dimension | All Courses | First | Second | Third | Fourth | Fifth |
---|---|---|---|---|---|---|
Socio-cultural | 55.1 | 74.1 | 57.5 | 52.7 | 51.1 | 44.4 |
Environmental | 30.0 | 12.2 | 28.1 | 31.9 | 34.6 | 40.3 |
Economic | 2.6 | 0.5 | 2.7 | 2.7 | 3.3 | 2.8 |
Sustainability in general | 12.3 | 13.2 | 11.7 | 12.6 | 11 | 12.5 |
Sections of the Teaching Guide | Socio-Cultural | Environmental | Sustainability in General | Economic | Total |
---|---|---|---|---|---|
Description and objectives | 1.9 | 5.4 | 2.7 | 0.7 | 10.7 |
Content | 2.4 | 7.0 | 2.3 | 0.8 | 12.6 |
Methodology | 0.2 | 0.0 | 0.0 | 0.0 | 0.3 |
Competencies | 39.7 | 14.1 | 5.9 | 0.9 | 60.6 |
Learning outcomes | 2.7 | 3.1 | 1.2 | 0.3 | 7.4 |
Assessment system | 0.2 | 0.1 | 0.0 | 0.0 | 0.3 |
Bibliography | 2.3 | 3.0 | 1.2 | 0.3 | 6.8 |
Other comments | 0.3 | 0.3 | 0.6 | 0.0 | 1.2 |
All sections | 49.7 | 33.0 | 13.9 | 3.0 | 100.0 |
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Guerenabarrena-Cortazar, L.; Olaskoaga-Larrauri, J.; Cilleruelo-Carrasco, E. Integration of Sustainability in Engineering and Architectural Studies in Spanish Universities. Sustainability 2021, 13, 8044. https://doi.org/10.3390/su13148044
Guerenabarrena-Cortazar L, Olaskoaga-Larrauri J, Cilleruelo-Carrasco E. Integration of Sustainability in Engineering and Architectural Studies in Spanish Universities. Sustainability. 2021; 13(14):8044. https://doi.org/10.3390/su13148044
Chicago/Turabian StyleGuerenabarrena-Cortazar, Leire, Jon Olaskoaga-Larrauri, and Ernesto Cilleruelo-Carrasco. 2021. "Integration of Sustainability in Engineering and Architectural Studies in Spanish Universities" Sustainability 13, no. 14: 8044. https://doi.org/10.3390/su13148044