A Theory-Based Teaching Concept To Embed Sustainability In The Engineering Curriculum
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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Book of Proceedings for the 51st Annual Conference of the European Society for Engineering Education: Technological University Dublin 10th -14th September, 2023; Engineering Education for Sustainability. ed. / Ger Reilly; Mike Murphy; Balazs Vince Nagy; Hannu-Matti Jarvinen. Brüssel: European Society for Engineering Education (SEFI), 2023. p. 1672-1680.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
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RIS
TY - CHAP
T1 - A Theory-Based Teaching Concept To Embed Sustainability In The Engineering Curriculum
AU - Block, Brit-Maren
AU - Guerne, Marie Gillian
N1 - Publisher Copyright: © 2023 SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability, Proceedings. All Rights Reserved.
PY - 2023
Y1 - 2023
N2 - The implementation of sustainable development and the responsible use of the resources available to us are among the key objectives of our time. To meet the challenges of global sustainable development, young professionals with a growing set of skills are needed. Higher education is crucial in fostering the skills graduates need to become agents of change for sustainable development. Therefore, new teaching and learning approaches are needed in engineering education that link technical and sustainability-oriented topics and integrate education for sustainable development (ESD). Studies show that there is a particular lack in the design and implementation of engineering courses that address the close connection between technical and sustainability-oriented issues and contribute to the promotion of the new required competencies. This paper addresses this gap, in which the authors present a teaching example for sustainable engineering education. The article presents the implementation process of a research-based concept. The aim of the module is to expand and strengthen students' competences in the field of sustainability. Various didactic teaching and learning methods were used. Thus, an attempt was made to combine learning aspects from education, sustainability and engineering and thus to ensure more sustainability in engineering education. The article provides an overview of the structure and the most important components of the module. The knowledge gained will contribute to the evidence-based implementation of sustainability in the engineering sciences. The presented findings should serve as a basis for discussion for the community and contribute to the further development of teaching concepts for sustainable-technical education.
AB - The implementation of sustainable development and the responsible use of the resources available to us are among the key objectives of our time. To meet the challenges of global sustainable development, young professionals with a growing set of skills are needed. Higher education is crucial in fostering the skills graduates need to become agents of change for sustainable development. Therefore, new teaching and learning approaches are needed in engineering education that link technical and sustainability-oriented topics and integrate education for sustainable development (ESD). Studies show that there is a particular lack in the design and implementation of engineering courses that address the close connection between technical and sustainability-oriented issues and contribute to the promotion of the new required competencies. This paper addresses this gap, in which the authors present a teaching example for sustainable engineering education. The article presents the implementation process of a research-based concept. The aim of the module is to expand and strengthen students' competences in the field of sustainability. Various didactic teaching and learning methods were used. Thus, an attempt was made to combine learning aspects from education, sustainability and engineering and thus to ensure more sustainability in engineering education. The article provides an overview of the structure and the most important components of the module. The knowledge gained will contribute to the evidence-based implementation of sustainability in the engineering sciences. The presented findings should serve as a basis for discussion for the community and contribute to the further development of teaching concepts for sustainable-technical education.
KW - Engineering education
KW - Sustainability Competences
KW - Sustainability in Engineering Degrees
KW - Sustainable Engineering Education
KW - Educational science
KW - Didactics of sciences education
KW - Engineering
UR - http://www.scopus.com/inward/record.url?scp=85179846825&partnerID=8YFLogxK
UR - https://www.sefi.be/wp-content/uploads/2023/11/SEFI-2023-Conference-Proceeding-2.pdf
U2 - 10.21427/16JN-BP33
DO - 10.21427/16JN-BP33
M3 - Article in conference proceedings
AN - SCOPUS:85179846825
SP - 1672
EP - 1680
BT - Book of Proceedings for the 51st Annual Conference of the European Society for Engineering Education
A2 - Reilly, Ger
A2 - Murphy, Mike
A2 - Nagy, Balazs Vince
A2 - Jarvinen, Hannu-Matti
PB - European Society for Engineering Education (SEFI)
CY - Brüssel
T2 - 51st Annual Conference of the European Society for Engineering Education, SEFI 2023
Y2 - 11 September 2023 through 14 September 2023
ER -