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Advances in Engineering Education and Sustainable Development
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Advances in Engineering Education and Sustainable Development

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: 31 March 2025 | Viewed by 8241

Special Issue Editor

Prof. Dr. Anderson Sunda-Meya

E-Mail Website
Guest Editor
College of Arts & Sciences, Xavier University of Louisiana, New Orleans, LA, USA
Interests: engineering education pedagogy; curriculum design and development; innovation technology; community engagement and outreach; global perspective

Special Issue Information

Dear Colleagues,

We are excited to announce our upcoming Special Issue on "Advancements in Engineering Education and Sustainable Development". This Special Issue spotlights the growing importance of infusing sustainable development principles into engineering education. In today's world, engineering education plays a pivotal role, with sustainability gaining global attention, and a pressing need for innovative solutions to environmental, social, and economic challenges.

This Special Issue aims to provide a platform for academics, educators, and industry professionals to exchange ideas, innovations, and research on sustainable development and engineering education. Our main objective is to explore how engineering education can evolve to inspire students to embrace sustainable mindsets and behaviors.

Aligned with our journal's focus, this Special Issue delves into the intersection of engineering, education, and sustainability. It emphasizes that sustainable development should not merely be a part of engineering curricula but an overarching principle guiding the entire education process.

We invite contributions on various themes, including curriculum innovation, assessment, interdisciplinary collaboration, pedagogical methods, technology's role in sustainability, community engagement, and global perspectives in engineering education for sustainable development.

Researchers and educators are encouraged to submit their original articles, case studies, and reviews that align with these themes, contributing to the advancement of engineering education and sustainable development. Join us in fostering a new generation of engineers who are technically adept and committed to creating a more sustainable future.

I look forward to receiving your contributions.

Prof. Dr. Anderson Sunda-Meya
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • engineering education
  • sustainable development
  • curriculum innovation
  • assessment methods
  • pedagogical innovation
  • sustainability integration
  • technology and sustainability
  • community engagement
  • global perspectives

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Further information on MDPI's Special Issue polices can be found here.

Published Papers (7 papers)

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Research

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31 pages, 53885 KiB  
Article
Cultural Sensitivity and Social Well-Being in Embassy Architecture: Educational Approaches and Design Strategies
by Verica Krstić, Ivan Filipović and Jelena Ristić Trajković
Sustainability 2024, 16(20), 8880; https://doi.org/10.3390/su16208880 - 14 Oct 2024
Viewed by 529
Abstract
Over the past two decades, the expanding environmental and ecological crises highlight the need to broaden the concept of sustainability to encompass support for cultural sensitivity and social well-being. This study explores the role of architectural education in fostering cultural sensitivity and social [...] Read more.
Over the past two decades, the expanding environmental and ecological crises highlight the need to broaden the concept of sustainability to encompass support for cultural sensitivity and social well-being. This study explores the role of architectural education in fostering cultural sensitivity and social well-being in embassy architecture within a framework of environment–behavior studies. It starts from the premise that the architectural values of a culture are deeply rooted in the relationship between the users, architecture, and surrounding environment. State-sponsored architectural works (e.g., embassies, consulates, cultural centers) built outside the country are viewed as symbolic representations of a nation’s diplomatic and cultural influence. These architectural typologies hold a unique potential to act as bridges for cross-cultural dialogue and foster a collective sense of global citizenship. In order to develop and assess the teaching curriculum, a specific assignment was given to master’s students of the Faculty of Architecture, University of Belgrade, with the aim to explore how engineering education can be adopted to motivate students toward sustainable attitudes and design solutions. While traditional diplomatic architecture emphasizes inward-facing, fortress-like design strategies, establishing physical and symbolic barriers between the embassy’s territory and the surrounding context, this research advocates for a more holistic approach oriented toward cultural sustainability, openness, and integration within an urban context. Key findings highlight creative solutions for balancing cultural representation with functional requirements while prioritizing community engagement, environmental responsibility, and user well-being. By demonstrating the two distinctive architectural strategies, this study contributes to the culturally responsive embassy design within the broader context of sustainable architectural education. Full article
(This article belongs to the Special Issue Advances in Engineering Education and Sustainable Development)
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15 pages, 1137 KiB  
Article
Leveraging Virtual Reality in Engineering Education to Optimize Manufacturing Sustainability in Industry 4.0
by Farheen Bano, Madani Abdu Alomar, Faisal Mohammed Alotaibi, Suhail H. Serbaya, Ali Rizwan and Faraz Hasan
Sustainability 2024, 16(18), 7927; https://doi.org/10.3390/su16187927 - 11 Sep 2024
Cited by 2 | Viewed by 711
Abstract
Industry 4.0 emphasizes the importance of sustainable manufacturing practices. Accordingly, engineering education has increasingly incorporated virtual reality (VR) technology. This study aims to identify the potential usage of VR as an educational tool to enhance manufacturing sustainability within Industry 4.0. The methodology used [...] Read more.
Industry 4.0 emphasizes the importance of sustainable manufacturing practices. Accordingly, engineering education has increasingly incorporated virtual reality (VR) technology. This study aims to identify the potential usage of VR as an educational tool to enhance manufacturing sustainability within Industry 4.0. The methodology used an experimental design, a structured survey, and a multilevel modeling analysis to measure the effects of VR interventions. The findings show that the learning outcomes of VR treatments and post-test scores are significantly impacted by two crucial factors: age (β = 0.35, p < 0.01) and VR experience (r = 0.42, p < 0.01). Furthermore, sustainability attitudes moderately affected academic development (β = 0.25, p < 0.05). According to descriptive statistics, virtual reality treatment resulted in a 25% improvement in the post-test results. According to MLM, the combined effects of virtual reality experience and sustainability attitudes on learning outcomes account for 45% of the total variation (R2 = 0.45, p < 0.01). The study’s findings highlight the importance of VR in enhancing educational outcomes and fostering sustainable production practices within Industry 4.0. This research is unique in its simultaneous investigation of VR technology, engineering education, and sustainability, providing valuable insights into how VR can contribute to preparing engineers for the challenges of Industry 4.0 and advancing sustainable initiatives in the manufacturing field. Full article
(This article belongs to the Special Issue Advances in Engineering Education and Sustainable Development)
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14 pages, 2569 KiB  
Article
Enhancing Student Active Engagement in Class through Game-Based Learning: A Case of Civil Engineering Education
by Muhammad Umer Zubair, Muhammad Abbas Khan, Muhammad Usman Hassan, Khursheed Ahmed and Taha Aziz
Sustainability 2024, 16(14), 6010; https://doi.org/10.3390/su16146010 - 14 Jul 2024
Viewed by 1852
Abstract
Students are rapidly losing interest in STEM education due to the minimal incorporation of media into learning and the complexity of teaching methods, which ultimately results in a lack of motivation. However, despite these challenges, incorporating active learning methods in STEM can ultimately [...] Read more.
Students are rapidly losing interest in STEM education due to the minimal incorporation of media into learning and the complexity of teaching methods, which ultimately results in a lack of motivation. However, despite these challenges, incorporating active learning methods in STEM can ultimately reignite students’ interest in STEM education. This paper reports a case study presenting the effects of simulation games on enhancing the learning experiences of civil engineering students through an intervention method. It develops a framework for enhancing learning through game-based learning. Intervention included the following two groups: a control group exposed to conventional teaching methods and an experimental group introduced to the simulation game. Following the learning sessions, a survey was conducted to gauge students’ perceptions about the proposed framework. Results indicated a strong positive response from students toward the game-based learning approach. They expressed satisfaction with its effectiveness in improving their understanding. Independent t-tests found that the mean score (4.13) for entertainment via the game exceeded that of traditional teaching methods (3.72). Furthermore, 85% of students acknowledged the game’s utility in reinforcing civil engineering concepts, compared to 67% for traditional methods. Many students suggested expanding the game to cover a wider range of topics in future versions to enable a more comprehensive learning experience. Full article
(This article belongs to the Special Issue Advances in Engineering Education and Sustainable Development)
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15 pages, 1329 KiB  
Article
Integrating Technology Roadmaps into the Construction of Learning Indicators
by Fan-Lung Tseng, Kai-Chao Yao, Hsiang-Wei Chen and Jen-Sheng Yang
Sustainability 2024, 16(13), 5325; https://doi.org/10.3390/su16135325 - 22 Jun 2024
Viewed by 860
Abstract
In the era of rapid technological advancement and the ascent of the United Nations’ Sustainable Development Goals (SDGs), addressing the persistent gap between education and employment is crucial to ensure “decent work for all” and enhance human well-being. This study initiates its inquiry [...] Read more.
In the era of rapid technological advancement and the ascent of the United Nations’ Sustainable Development Goals (SDGs), addressing the persistent gap between education and employment is crucial to ensure “decent work for all” and enhance human well-being. This study initiates its inquiry from the construction of learning indicators, aiming to facilitate the early exposure of learners to relevant industrial technologies and the acquisition of future-oriented competencies. Firstly, through a review of the literature and an analysis of the current situation, the concept of technology mapping in the industrial sector is employed for technology forecasting. This involves the development of a technology roadmap and the identification of key technologies. Subsequently, the Delphi method is utilized to invite expert scholars to assess the suitability and importance of learning indicators. Data processing is carried out using descriptive statistics, qualitative recommendations, and the Kolmogorov–Smirnov single-sample analysis. Using a smart home system practice curriculum as an example, this study’s final development includes 9 main constructs and 56 sub-constructs, serving as the foundation for curriculum and instructional material development. Upon receiving relevant instruction, students can swiftly integrate into related industries. Full article
(This article belongs to the Special Issue Advances in Engineering Education and Sustainable Development)
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16 pages, 1361 KiB  
Article
Continuous Improvement and Optimization of Curriculum System for Engineering Education Accreditation: A Questionnaire Survey on Achievement Degrees of Graduation Requirements
by Qiao Chen, Huiyong Yin, Jianguo Feng and Baoyi Zhang
Sustainability 2023, 15(21), 15271; https://doi.org/10.3390/su152115271 - 25 Oct 2023
Cited by 2 | Viewed by 1416
Abstract
Engineering education accreditation represents the current trend in undergraduate reformation. Curriculum system improvement is an important way to realize the “innovation leading” of engineering education accreditation. However, there is little information detailing the improvement and optimization of the curriculum system for engineering education [...] Read more.
Engineering education accreditation represents the current trend in undergraduate reformation. Curriculum system improvement is an important way to realize the “innovation leading” of engineering education accreditation. However, there is little information detailing the improvement and optimization of the curriculum system for engineering education accreditation, and a method was tentatively developed based on evaluated achievement degrees of graduation requirements through a questionnaire survey in this work. The results show that a curriculum system guided by engineering education accreditation greatly improves graduation requirement achievement and students’ overall qualities. The graduation requirement achievement degree is largely influenced by the curriculum system and extracurricular science and technology activities, while it is not significantly correlated with students’ scores. Some measures are provided to optimize and improve the curriculum system, including adding additional curricula, converting the supporting index of the curriculum, strengthening the supporting degree of the curriculum, and guiding extracurricular scientific activity. Such measures are significant for increasing achievement degrees, reasonably balancing teaching resources and developing students’ comprehensive abilities. Moreover, the students’ scores cannot objectively reflect the graduation requirement achievement degree, and there exist some limitations to evaluating graduation requirement achievement degrees using course scores. Additionally, post-graduate environment factors, such as major-related work, technical work and further education, also affect graduation requirement achievement degrees. Full article
(This article belongs to the Special Issue Advances in Engineering Education and Sustainable Development)
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Review

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16 pages, 612 KiB  
Review
Exploring Sustainability Instruction Methods in Engineering Thermodynamics Courses: Insights from Scholarship of Teaching and Learning
by Joan K. Tisdale and Angela R. Bielefeldt
Sustainability 2024, 16(19), 8637; https://doi.org/10.3390/su16198637 - 6 Oct 2024
Viewed by 660
Abstract
It is important that engineers are educated to consider sustainability in their work. Thermodynamics is a fundamental course required in several engineering majors that has a natural connection to sustainability topics (e.g., energy and limits on efficiency). This work examined how sustainability was [...] Read more.
It is important that engineers are educated to consider sustainability in their work. Thermodynamics is a fundamental course required in several engineering majors that has a natural connection to sustainability topics (e.g., energy and limits on efficiency). This work examined how sustainability was included in university-level engineering thermodynamics courses, based on 18 peer-reviewed papers that described Scholarship of Teaching and Learning studies. This review found that environmental issues were included in 15 courses, social issues in 9 courses, and economic issues in 5. There were 11 papers that included topics related to one or more of the United Nations’ Sustainable Development Goals (SDGs), with 8 of the 17 SDGs represented by one or more papers. The learning outcomes from the courses provided many examples of cognitive outcomes at all six levels of Bloom’s taxonomy. In contrast, affective domain outcomes were generally not explicit. Methods of integrating sustainability topics included mathematical examples, labs, projects, service-learning, application-based learning, simulation tools, and book reviews. These examples should inspire instructors to foster sociotechnical mindsets toward engineering, which are a key to educating engineers who value sustainability and who will advocate for its importance in engineering. Full article
(This article belongs to the Special Issue Advances in Engineering Education and Sustainable Development)
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27 pages, 8168 KiB  
Review
Affordances of Technology for Sustainability-Oriented K–12 Informal Engineering Education
by Mobina Beheshti, Sheikh Ahmad Shah, Helen Zhang, Michael Barnett and Avneet Hira
Sustainability 2024, 16(16), 6719; https://doi.org/10.3390/su16166719 - 6 Aug 2024
Viewed by 977
Abstract
The need for sustainability-oriented K–12 engineering education that expands beyond the classroom and the increased accessibility of educational technologies create an opportunity for examining the affordances of educational technologies in low-stakes informal engineering education settings. In this paper, we share our experiences of [...] Read more.
The need for sustainability-oriented K–12 engineering education that expands beyond the classroom and the increased accessibility of educational technologies create an opportunity for examining the affordances of educational technologies in low-stakes informal engineering education settings. In this paper, we share our experiences of using novel technologies to develop sustainability-oriented mental models in K–12 informal engineering education. Through the use of technologies including Augmented Reality (AR), Virtual Reality (VR), Minecraft video games, Tinkercad (browser-based application for computer-aided design (CAD)), and physical computing, we have designed and tested approaches to introduce students to engineering design and engineering habits of mind with an overarching theme of developing sustainability-oriented mental models among K–12 youth in informal engineering education spaces. In this paper, we share our approaches, and lessons learned, and outline directions for future research. Full article
(This article belongs to the Special Issue Advances in Engineering Education and Sustainable Development)
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