Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education

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...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	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, Bárbara Sureda, Gemma Tejedor, Eva Vidal
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	education for sustainable development education for sustainable development goals education for sustainability engineering sustainability map sustainability presence map sustainability assessment Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
Acceso en línea:	https://doaj.org/article/a19ca38d9d4e4e51a02abb2f97551c58
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:a19ca38d9d4e4e51a02abb2f97551c58
record_format	dspace
spelling	oai:doaj.org-article:a19ca38d9d4e4e51a02abb2f97551c582021-11-11T19:46:14ZTools for Embedding and Assessing Sustainable Development Goals in Engineering Education10.3390/su1321121542071-1050https://doaj.org/article/a19ca38d9d4e4e51a02abb2f97551c582021-11-01T00:00:00Zhttps://www.mdpi.com/2071-1050/13/21/12154https://doaj.org/toc/2071-1050This 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.Fermín Sánchez-CarracedoJordi SegalasGorka BuenoPere BusquetsJoan ClimentVictor G. GalofréBoris LazzariniDavid LopezCarme MartínRafael MiñanoEstíbaliz Sáez de CámaraBárbara SuredaGemma TejedorEva VidalMDPI AGarticleeducation for sustainable developmenteducation for sustainable development goalseducation for sustainabilityengineering sustainability mapsustainability presence mapsustainability assessmentEnvironmental effects of industries and plantsTD194-195Renewable energy sourcesTJ807-830Environmental sciencesGE1-350ENSustainability, Vol 13, Iss 12154, p 12154 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	education for sustainable development education for sustainable development goals education for sustainability engineering sustainability map sustainability presence map sustainability assessment Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350
spellingShingle	education for sustainable development education for sustainable development goals education for sustainability engineering sustainability map sustainability presence map sustainability assessment Environmental effects of industries and plants TD194-195 Renewable energy sources TJ807-830 Environmental sciences GE1-350 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 Bárbara Sureda Gemma Tejedor Eva Vidal Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education
description	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.
format	article
author	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 Bárbara Sureda Gemma Tejedor Eva Vidal
author_facet	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 Bárbara Sureda Gemma Tejedor Eva Vidal
author_sort	Fermín Sánchez-Carracedo
title	Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education
title_short	Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education
title_full	Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education
title_fullStr	Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education
title_full_unstemmed	Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education
title_sort	tools for embedding and assessing sustainable development goals in engineering education
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/a19ca38d9d4e4e51a02abb2f97551c58
work_keys_str_mv	AT ferminsanchezcarracedo toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT jordisegalas toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT gorkabueno toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT perebusquets toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT joancliment toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT victorggalofre toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT borislazzarini toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT davidlopez toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT carmemartin toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT rafaelminano toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT estibalizsaezdecamara toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT barbarasureda toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT gemmatejedor toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation AT evavidal toolsforembeddingandassessingsustainabledevelopmentgoalsinengineeringeducation
_version_	1718431426013036544

Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education

Ejemplares similares