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Inputs of Engineering Education towards Sustainability

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

Deadline for manuscript submissions: closed (31 January 2024) | Viewed by 15243

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Special Issue Editors

Prof. Dr. Clara Viegas

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CIETI (Center for Innovation in Engineering and Industrial Technology or Institute), Polytechnic of Porto-School of Engineering (ISEP), 4200-072 Porto, Portugal
Interests: engineering education; physics didactics; professional development; active learning; contextualized learning practices; students’ involvement in professional contexts; lifelong learning
Special Issues, Collections and Topics in MDPI journals

Prof. Dr. Natércia Lima

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CIETI (Center for Innovation in Engineering and Industrial Technology or Institute), Polytechnic of Porto-School of Engineering (ISEP), 4200-072 Porto, Portugal
Interests: engineering education (with special attention to the use of virtual and remote labs in students’ learning outcomes); students’ active learning and teachers’ professional development
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

One of the major contributors to supporting sustainability concerns is engineering. By addressing technology and innovative solutions for new problems every day, this area of expertise needs to be up to date with the most pressing economic, social and environmental challenges. So, educating these new professionals has not only scientific and technical expertise goals but also a more subtle goal of developing innovative practices aligned with the increased awareness of sustainability concerns. Engineering education may play an important part in each of these goals. Even though the first part is already the concern of every engineering teacher, the second one still has a long way to go. Not only towards habit modifications but also actively producing experts in different fields with deep knowledge regarding the common goal of reducing the ecological footprint on the planet.

How should universities influence their academic and non-academic staff, their students and their communities? How can teachers incorporate these concerns into their courses? How are major students in sustainability developing research projects that deliver positive public impact?

Every teacher’s action, simple as it may be, can positively impact students’ behavior in class, in their homes, and in their communities. These efforts replicated by other teachers all over the world, who may follow similar practices, will certainly be a step forward. Even though representing small contributions, the increase in conscious awareness of the problem is very important per se.

This Special Issue does not aim to address the technical approach of each solution but rather to share these educational experiences and maybe influence other teachers to do similar practices. From the simple individual actions to departmental or schools’ directives. Teachers, no matter the expertise, may contribute to this problematic of civic awareness. Discussing these issues within the academia may harvest some day-to-day action changes which may become the motor of new and bigger ones.

Prof. Dr. Clara Viegas
Prof. Dr. Natércia Lima
Guest Editors

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

sustainability education
engineering education
sustainability development goals
inner transformation
sustainability challenges
innovative engineering solutions
societal challenges

Published Papers (10 papers)

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Research

25 pages, 7945 KiB

Open AccessArticle

Adding Machine-Learning Functionality to Real Equipment for Water Preservation: An Evaluation Case Study in Higher Education

by Maria Kondoyanni, Dimitrios Loukatos, Konstantinos G. Arvanitis, Kalliopi-Argyri Lygkoura, Eleni Symeonaki and Chrysanthos Maraveas

Sustainability 2024, 16(8), 3261; https://doi.org/10.3390/su16083261 - 13 Apr 2024

Viewed by 842

Abstract

Considering that the fusion of education and technology has delivered encouraging outcomes, things are becoming more challenging for higher education as students seek experiences that bridge the gap between theory and their future professional roles. Giving priority to the above issue, this study presents methods and results from activities assisting engineering students to utilize recent machine-learning techniques for tackling the challenge of water resource preservation. Cost-effective, innovative hardware and software components were incorporated for monitoring the proper operation of the corresponding agricultural equipment (such as electric pumps or water taps), and suitable educational activities were developed involving students of agricultural engineering. According to the evaluation part of the study being presented, the implementation of a machine-learning system with sufficient performance is feasible, while the outcomes derived from its educational application are significant, as they acquaint engineering students with emerging technologies entering the scene and improve their capacity for innovation and cooperation. The study demonstrates how emerging technologies, such as IoT, ML, and the newest edge-AI techniques can be utilized in the agricultural industry for the development of sustainable agricultural practices. This aims to preserve natural resources such as water, increase productivity, and create new jobs for technologically efficient personnel. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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13 pages, 2170 KiB

Open AccessArticle

Implementation of Integrated Environmental Management and Its Specialized Engineering Education in Korea: A Case Study

by Da-Som Park, Moon-Seok Kang, Chan-Byeong Chae, Young Sunwoo and Ki-Ho Hong

Sustainability 2024, 16(5), 2140; https://doi.org/10.3390/su16052140 - 5 Mar 2024

Viewed by 678

Abstract

Integrated environmental management (IEM) is an effective approach that comprehensively reviews the impact of pollutants emitted from a facility on the surrounding environment and minimizes pollution emissions through optimal, economically feasible means. The IEM system in Korea, as derived from countries in the European Union and other advanced countries, has been in force since 2017. This study presents the primary components and features of the IEM system in Korea. IEM specialized education is aimed at introducing expertise in the field and equipping learners with various skills upon completion, including in-depth research skills, to meet Korea’s stringent requirements. Regular performance checks and surveys of program participants are conducted to confirm objective results. Based on these data, the program is improved according to expert opinions and contributes numerous engineering inputs for environmentally sustainable management. The education system can be used to develop and apply processes for training system operation personnel in many countries interested in adapting IEM, as well as in Europe, which already utilizes an IEM system. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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13 pages, 2121 KiB

Open AccessArticle

Implementation of Environmental Engineering Clinics: A Proposal for an Active Learning Methodology for Undergraduate Students

by Dante Rodríguez-Luna, Olga Rubilar, Marysol Alvear, Joelis Vera and Marcia Zambrano Riquelme

Sustainability 2024, 16(1), 365; https://doi.org/10.3390/su16010365 - 30 Dec 2023

Viewed by 989

Abstract

Quality education focused on quality, inclusion, and opportunity is one of the United Nations Sustainable Development Goals to reduce inequality in the knowledge of the people who are educated. In this sense, universities have a role in rethinking the teaching model, changing their strategies, and including new experiences based on active learning. This article makes a didactic methodological proposal for undergraduate and graduate students using learning experiences for solving regional environmental problems proposed by municipalities. This method considered creating an agreement, defining topics, preparing bases and study areas, analyzing problem solutions, and delivering products. The results showed the implementation of the environmental engineering clinics (ECCs) in five subjects of the curriculum, with the participation of sixty students, who solved problems from seven municipalities. The results showed a correct implementation of the active learning methodology, allowing for knowledge to be transferred in a real-life scenario, significantly facilitating student learning. The plan–do–check–act (PDCA) cycle provides a practical framework for learning while solving real-world challenges, empowering learners to personally engage with authentic and meaningful challenges within their communities. As was previously stated, this article presents a methodology that can be introduced in universities to improve the learning process through active learning and the link with real problems of the territories where they are located, which also allows for improving the connection with the environment, contributing significantly to the sustainability of the territories. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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15 pages, 1010 KiB

Open AccessArticle

Instructors’ Perspectives on Enhancing Sustainability’s Diffusion into Mechanical Engineering Courses

by Joan K. Tisdale and Angela R. Bielefeldt

Sustainability 2024, 16(1), 53; https://doi.org/10.3390/su16010053 - 20 Dec 2023

Viewed by 808

Abstract

This research strives to catalyze a more extensive integration of sustainability topics into mechanical engineering (ME) courses. The process through which higher education instructors choose to integrate sustainability topics into their courses was conceptualized using diffusion of innovation theory. The research explored two questions: (1) What factors were influential to front runners (innovators or early adopters) for sustainability integration in undergraduate courses taken by ME students? (2) What factors could spur non-adopters to integrate sustainability into their courses? The study included a survey (with 53 respondents who taught sustainability and 14 respondents who did not teach sustainability), 10 interviews with innovators and early adopters, and a focus group of 5 participants. The results were explored primarily from the perspective of meeting the needs of instructors (the target users). Peer-to-peer interactions were found to be important across all user groups. Practices that would help motivate later adopters include prepared curriculum- and university- or department-based support in the form of mission statements, training, mandatory sustainability inclusion, and a sustainability office to provide support. Diffusion of innovation theory provides insights into which strategies are likely to be most effective in expanding the number of faculty members who integrate sustainability topics into their courses. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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26 pages, 370 KiB

Open AccessArticle

A Study of Safety Issues and Accidents in Secondary Education Construction Courses within the United States

by Tyler S. Love and Kenneth R. Roy

Sustainability 2023, 15(14), 11028; https://doi.org/10.3390/su151411028 - 14 Jul 2023

Cited by 1 | Viewed by 1797

Abstract

Hands-on learning is paramount to teaching concepts about construction and the built environment; however, this poses some inherent safety risks. This study analyzed a subsample of 119 teachers from a national safety study, focusing on those who taught secondary-level construction courses. The current study aimed to examine the demographics of construction teachers, accident occurrences in construction courses compared to other secondary-level technology and engineering education (TEE) courses, and safety factors and items associated with accident occurrences in construction courses. The analyses revealed that a significantly higher number of minor accidents occurred in construction courses compared to other TEE courses during a five-year span. Additionally, 20 safety factors were found to be significantly associated with increases or decreases in accident occurrences. Most notably, increases in major accident occurrences increased with marginal significance when average class sizes (occupancy load) exceeded 20 students. Construction courses were also found to have significantly more accidents involving hand and power tools compared to other TEE courses. This research contributes to the limited literature on this topic and has implications for proactively limiting potential safety hazards and resulting risks. It also provides data to inform the safety efforts of post-secondary construction programs and the construction industry. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

32 pages, 30065 KiB

Open AccessArticle

Bringing Project-Based Learning into Renewable and Sustainable Energy Education: A Case Study on the Development of the Electric Vehicle EOLO

by Jonathan Álvarez Ariza and Tope Gloria Olatunde-Aiyedun

Sustainability 2023, 15(13), 10275; https://doi.org/10.3390/su151310275 - 29 Jun 2023

Cited by 2 | Viewed by 1865

Abstract

In recent years, there has been a growing interest in education for sustainable development (ESD). Although several national and international agencies, e.g., the UN or UNESCO, have promoted its deployment in higher education institutions, educators are still facing problems with how to articulate this type of education within the curriculum, allowing students to develop their technical and labor competencies, and soft skills as well. In this way, this study describes a methodology with Project-Based Learning in renewable and sustainable energies through the development of an electrical vehicle (EV) known as EOLO. This initiative arose from an industry-academia collaboration to develop the first Colombian EV with the support of solar and wind energy sources. Twelve engineering students participated in the development of the vehicle through a set of capstone projects over a year and a half with the support of two tutors (professors) and two engineers (technical staff) of the project. Additionally, two versions of EOLO with vertical and horizontal axis wind turbines were made with the cooperation of the students. The results evidence that the methodology helped to engage students, promoted meaningfully and situated learning through real-world problems in renewable energies, and fostered motivation and peer collaboration. Nonetheless, aspects such as the improvement of the communications channels, the revision of the complexity of the projects, the sense of community to achieve a common goal, or the tutoring and monitoring processes should be strengthened for further initiatives and/or active learning methodologies. In this sense, some challenges and recommendations that can help to develop methodologies that combine ESD and engineering are provided based on the experience in this study. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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17 pages, 1317 KiB

Open AccessArticle

Engineering Students’ Perception on Self-Efficacy in Pre and Post Pandemic Phase

by Clara Viegas, Natércia Lima and Alexandra R. Costa

Sustainability 2023, 15(12), 9538; https://doi.org/10.3390/su15129538 - 14 Jun 2023

Viewed by 1266

Abstract

During 2020 and 2021, the world experienced a global change in everyone’s daily lives due to the COVID-19 pandemic. Students were confined in their homes but, luckily, had access to online classes. This study aims to assess the changes in self-efficacy perceived by engineering students in a school in Portugal. By helping to understand how students have changed their learning capacities, developed new strategies, and/or need more (or different) support to learn, teachers can target their teaching methods accordingly and contribute to a more sustainable education. A questionnaire was constructed and validated to assess students’ perceptions before and after the associated lockdowns. Five theoretically supported factors emerged from a statistical factor analysis: Communication and Empathy; Focus and Personal Organization; Teamwork and Individual Work Capacity; Technical and Cognitive Resources Management; and Emotional Resources Management. This work shows students’ percept that they improved their teamwork and individual work capacity and their technical and cognitive resources management. In general, students seem to have been able to be more autonomous as they managed to work and develop their cognitive resources; however, their emotional state and ability to focus decreased. Perceived self-efficacy was less affected in older students than in younger ones, suggesting that this group may have adapted better to the pandemic restrictions. Students who were already at university showed less impact than those moving from high school to university. There was also a difference between those who endured these changes at only one level of education and those who endured them at both levels (high school and university), with this last group being the most negatively affected. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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12 pages, 697 KiB

Open AccessArticle

Empirical Analysis of University–Industry Collaboration in Postgraduate Education: A Case Study of Chinese Universities of Applied Sciences

by Ye Zhang and Xinrong Chen

Sustainability 2023, 15(7), 6252; https://doi.org/10.3390/su15076252 - 5 Apr 2023

Cited by 2 | Viewed by 2105

Abstract

The training of professional degree postgraduates in universities of applied sciences is essential in meeting the needs of industry and society. However, there are challenges, such as structural unemployment and poor quality of application-oriented higher education, which can be addressed through university–industry collaboration. This study investigates the perceptions of professional degree postgraduates towards university–industry collaboration and identifies the areas of dissatisfaction. The findings show that postgraduates have a high degree of recognition of university–industry collaboration, but the main dissatisfaction lies in the alignment between enterprise practice and professional learning. To enhance the quality of training, universities should prioritize practice-oriented approaches that emphasize engineering practice throughout the entire training process, optimize the university–industry collaboration mechanism, and strengthen the construction of “double supervisor” faculties. These strategies can comprehensively enhance the training quality of professional degree postgraduates in universities of applied sciences, and ultimately improve their employability and contribution to society. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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14 pages, 965 KiB

Open AccessArticle

Engineering Students Education in Sustainability: The Moderating Role of Emotional Intelligence

by Teresa Nogueira, Rui Castro and José Magano

Sustainability 2023, 15(6), 5389; https://doi.org/10.3390/su15065389 - 17 Mar 2023

Cited by 1 | Viewed by 1322

Abstract

In the context of a lack of quantitative research approaching an engineering education in sustainability, this cross-sectional study aims to investigate whether efforts to promote sustainability education contribute to shaping the beliefs, attitudes, and intentions towards sustainability in a sample of Portuguese engineering schools students; in addition, this study investigates whether emotional intelligence impacts the students’ motivation to learn more about sustainability and whether it plays a role in moderating the relationships between those variables. A survey was carried out on a sample of 184 students from two major Portuguese engineering schools. A model was found showing that beliefs, attitudes, and gender are predictors of students’ intentions towards sustainability, explaining 62.6% of its variance. Furthermore, the findings reveal that women have stronger beliefs and intentions towards sustainability than men and that students with higher emotional intelligence are more motivated to learn more about sustainability. In addition, emotional intelligence has a negative and significant moderating impact on the relationship between attitudes and students’ intentions towards sustainability, being stronger for lower levels of emotional intelligence and having a similar, yet non-significant, effect on the relationship between beliefs and students’ intentions towards sustainability. The results suggest that emotional intelligence should be considered a competence and a tool in engineering education in order to enhance students’ inclination towards sustainable development. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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18 pages, 2243 KiB

Open AccessArticle

Multidimensional Characteristics of Design-Based Engineering Learning: A Grounded Theory Study

by Lina Wei, Wei Zhang and Chenhua Lin

Sustainability 2023, 15(4), 3389; https://doi.org/10.3390/su15043389 - 13 Feb 2023

Cited by 1 | Viewed by 1584

Abstract

Design-based engineering learning is an important learning model in the field of engineering education research, and also an important embodiment of sustainable development engineering education. At present, the research is still in the stage of conceptual discussion, and its connotation has not been effectively clarified. In order to construct a theoretical model of design-based engineering learning, this study adopted grounded theory to carry out exploratory research. First, we selected the advanced class of engineering education in Chu Kochen Honors College of Zhejiang University as a follow-up case, conducted interviews with front-line teachers and students, and collected relevant data; second, we adopted the three-level coding technology of open coding-axis coding-selective coding and used NVivo software to extract concept categories from open codes, and established the connection between categories through the axis coding; and finally, multidimensional ideas were developed through core categories, including design practice, interactive reflection, knowledge integration, and circular iteration. The multidimensional conception of design-based engineering learning constructed in this study aims to provide theoretical support for promoting engineering education research. At the same time, it puts forward some useful suggestions on the training of engineering talents for sustainable development in practice. Full article

(This article belongs to the Special Issue Inputs of Engineering Education towards Sustainability)

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