Sustainability awareness in engineering curriculum through a proposed teaching and assessment framework

• Published in: International journal of technology and design education Vol. 31; no. 3; pp. 633 - 651
• Main Authors: Abd-Elwahed, M. S., Al-Bahi, A. M.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer Netherlands 01.07.2021; Springer; Springer Nature B.V
• Subjects: Barriers; Capstone Experiences; College Seniors; Colleges & universities; Curricula; Curriculum development; Design modifications; Education; Educational Objectives; Educational Technology; Empirical analysis; Engineering; Engineering Education; Instructional Design; Learning and Instruction; Outcomes of Education; Questionnaires; Science Education; Student Attitudes; Student Evaluation; Student Projects; Students; Sustainability; Sustainable development; Teaching; Teaching Methods; Universities; Sustainable development; Engineering education; Sustainability; Design for sustainability
• ISSN: 0957-7572; 1573-1804
• DOI: 10.1007/s10798-020-09567-0

Engineers play a vital role in enabling the sustainable development of their societies. Thus, it is necessary to teach sustainability in universities, especially for engineering students, for a more sustainable future. The present work aims to measure and enhance engineering students’ awareness of sustainability by monitoring and evaluating learning and student outcomes during the last stages of an engineering curriculum and its culminating major design experience. A questionnaire to assess students’ awareness of sustainability and its tools is implemented. From this empirical study, obstacles to the awareness of sustainability through engineering education are discussed. The analysis of the results of the questionnaire implies the modification of the structure of senior projects and other capstone design courses in order to include a proposed teaching and assessment framework. This framework emphasizes students’ ability to understand and use effective sustainability tools, within the environment of their major design experience. The framework is composed of two paths. The first path concerns course design through which sustainability concepts and methods are included in several course elements. The second path addresses the assessment of the attainment of sustainability objectives by the students.