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Purpose: Considering the relevance of education for sustainable development (SD) to enhancing engineers' abilities to contribute towards sustainability-related issues, this study aims to help understand the global context of the insertion of SD into engineering education and to provide guidelines to further evolve research and efforts towards implementing Engineering Education for Sustainable Development (EESD). Design/methodology/approach: This study performed a longitudinal analysis using bibliometrics and a content analysis via Conceive–Design–Implement–Operate standards. SciMAT software was used to support the bibliometric analysis. Findings: In addition to an increase in the practical aspects presented due to a change in the approaches taken to examine key topics, evidence on important concepts such as "life cycle assessment" and "digitalisation" increased in more recent years. However, it was possible to show that, despite the evolution observed throughout the years, several important opportunities exist for engineering programmes to improve and, for researchers, to fill the related gaps in the research. Originality/value: This study can be used as a guide for future research and as a source of insights for EESD implementation and improvement. [ABSTRACT FROM AUTHOR]

Purpose: Considering the relevance of education for sustainable development (SD) to enhancing engineers' abilities to contribute towards sustainability-related issues, this study aims to help understand the global context of the insertion of SD into engineering education and to provide guidelines to further evolve research and efforts towards implementing Engineering Education for Sustainable Development (EESD). Design/methodology/approach: This study performed a longitudinal analysis using bibliometrics and a content analysis via Conceive–Design–Implement–Operate standards. SciMAT software was used to support the bibliometric analysis. Findings: In addition to an increase in the practical aspects presented due to a change in the approaches taken to examine key topics, evidence on important concepts such as "life cycle assessment" and "digitalisation" increased in more recent years. However, it was possible to show that, despite the evolution observed throughout the years, several important opportunities exist for engineering programmes to improve and, for researchers, to fill the related gaps in the research. Originality/value: This study can be used as a guide for future research and as a source of insights for EESD implementation and improvement. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach: ESD is analysed from the students' learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings: The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value: This paper analyses ESD from the student's perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach. [ABSTRACT FROM AUTHOR]

Contribution: An analysis of the extent to which sustainability is present in the syllabi, project briefs, report templates, and student final reports of the three Iberian European project semester (EPS) providers, over a five-year period. Background: EPS is a one-semester capstone project framework that adopts project-based learning and multicultural, multidisciplinary teamwork. Educating engineers for sustainable development requires fostering critical and ethical thinking and a desire for equity, solidarity and preservation of natural resources, and cultural and genetic diversity. Existing engineering capstone design programs emphasize solving real world problems, hands-on training, and soft skills, but few focus on sustainability aspects of engineering design. The three Iberian EPS providers adopt project-based learning and teamwork methodologies, promoting the development of transversal skills and addressing sustainability in a multicultural and multidisciplinary background. Intended Outcomes: To show that the three Iberian EPS providers follow these recommendations and contribute to raising students’ awareness of sustainable development. Application Design: The proposed sustainability learning assessment method collects evidence from syllabi, project briefs, report templates, and final reports to extract faculty and student perspectives. The sustainability-related terms collected were processed into word cloud format, allowing a simple and intuitive interpretation of students’ understanding of sustainability, and in co-occurrence network format, to understand if sustainability has a pervasive or confined presence within the reports. Findings: Iberian EPS faculty and students are aware of the social, economic, and environmental impact of their projects, in terms of quality of life, social responsibility, the use of resources, and environmentally friendly technology. [ABSTRACT FROM AUTHOR]

Background: Research on gender differences and practical initiatives to attract girls to engineering are often carried out at the macro level where science, technology, engineering, and mathematics are aggregated into an entity called STEM. Purpose/Hypothesis: This article challenges the aggregated approach, analyzes gender differences among science and engineering applicants in Finland, and discusses the implications of the findings for engineering education and intervention initiatives. Design/Method: The data consist of the application choices of all applicants to Bachelor studies in Finland in 2016 (151,369 individuals), from which two groups were selected: persons whose first application choice was engineering/technology and persons whose first choice was natural sciences or mathematics. The application choices of these individuals (in total 9,104) are statistically described and analyzed. Results: Engineering/technology (TECH) and natural sciences and mathematics (SCIMA) subjects are not perceived as alternative options by female applicants. Almost 60% of all female TECH applicants and more than 50% of the female SCIMA applicants apply only to their respective programs. Moreover, TECH applicants considering other options prefer other subjects to SCIMA and vice versa. Conclusions: Encouraging more girls to study STEM is not a sufficient solution for attracting more women to engineering. Instead of or in addition to encouraging girls to study science and mathematics in K‐12 education, it is necessary to open the black box of technology and help young people better understand what engineering is about. [ABSTRACT FROM AUTHOR]

Science, technology and engineering students, within the scope of the European Higher Education Area, often approach their subjects as chunks of knowledge due to the very construction of the teaching plans and the interdepartmental structure of the universities, that is, without deepening the interrelationship between these chunks and the future working reality that the student will have to live. During this research, a board game was designed, within the framework of STEAM education, in order to establish the dynamics of playful activities to generate a gamified learning environment. Through a planned, organized, directed and systematic research process, the effect of the use of the board game on the academic grades of engineering students was assessed, based on the hypothesis that the use of this game allows the acquisition not only of knowledge, but also of the ability to integrate the knowledge of subjects directly linked to the STEAM environment. The analysis of the results verified the initial hypothesis of this research, confirming the positive effect that the use of gamified elements has in STEAM environments. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to deal with the skills for sustainable development in engineering courses. The main objective is to identify which competences should be developed in these courses to contribute to the resolution of conflicts related to sustainability, as well as the means used by universities for their development. Design/methodology/approach: The research is divided into two strands: a theoretical and an empirical one. Concerning the theoretical part, the webibliomining method was adopted, to select the articles that were relevant to the theme, and 22 works were selected. Regarding the empirical study, structured questionnaires were applied to 30 specialists in the field, aiming at validating the competencies found in the literature. Findings: In the literature, eight main competencies required to the engineering professional, related to sustainability, were found. The empirical study showed that some competences are considered more relevant than others by the interviewees. Practical implications: The competencies verified in the present study and the relative relevance between them found in the empirical study can contribute to the engineering courses that wish to develop the sustainable behavior of the engineers in their professional or daily life. Originality/value: The originality of the work consists in presenting to engineering students and teachers as well as professionals of the market and the government the competencies that can contribute to the formation of an engineer capable of bringing adequate solutions to the conflicts of sustainability in the twenty-first century. This paper also presents learning teaching methodologies indicated for this purpose. No other works were found with these results. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to report on a case study concerning the development of sustainable energy partnerships involving engineering faculty and undergraduate students at the University of Girona, Catalonia, Spain. Design/methodology/approach: Faculty were motivated to seek partnerships with public and private entities in the local area for the purposes of realising mutually beneficial outcomes. The educational programmes of future engineers, when sustainability is considered, are analysed. Education for sustainable development has to include multidisciplinary active learning as a desirable competence. Active learning can be obtained when problems are based on real life because they are most motivating for students. Constructive alignment component is obtained because learning objectives are linked with learning activities related to the needs of public and private entities. Findings: Through the provision of technical expertise, the adoption and success of renewable energy projects was facilitated on the one hand, while final year undergraduate students benefited in terms of hands-on experience in helping to bring these projects to life, drawing on the knowledge and skills they had acquired throughout their degree programmes. These works are addressed to students by faculty members with the aim of developing and promoting renewable energies. Outcomes from partnerships surpassed expectations; not only were different benefits realised as were initially hoped for, but this success led to partnerships being sustained over time. Originality/value: Fossil fuel-based energy systems are associated with a myriad of negative environmental and social externalities. It is difficult to overstate the importance of transitioning towards alternative low carbon energy sources for climate change mitigation which are less centralised compared to the status-quo for energy security and energy independence. By actively facilitating the development of decentralised renewable energy sources in Catalonia, the projects reported herein are of significant value in social environmental and educational terms. [ABSTRACT FROM AUTHOR]

Purpose Sustainable manufacturing may be defined as the creation of manufactured products that use processes that are non-polluting, conserve energy and natural resources, and are economically sound and safe for employees, communities and consumers. Recently, there have been several industrial and governmental endeavors to launch sustainable manufacturing initiatives. To support such initiatives and to prepare the next generation of scientists and engineers, academic institutions have a responsibility to introduce educational programs and tools in the area of sustainable manufacturing. The purpose of this paper is to report on the approach, progress and contributions of a US National Science Foundation-sponsored project titled: “The Sustainable Manufacturing Advances in Research and Technology Coordination Network (SMART CN)”.Design/methodology/approach The project aims to bridge the gap between the academic knowledge discovery and industrial technology innovation for sustainable manufacturing. Toward this goal, various research and educational activities have been undertaken to introduce Sustainable Manufacturing Case Studies for use by academic instructors to a diverse group of undergraduate, graduate and industry professionals.Findings In this paper, the need for education on sustainable manufacturing has been focused upon, followed by approaches toward addressing these needs, concluding with examples of case studies developed through the SMART-CN project framework.Originality/value This work provides the engineering community with structured modules for introducing the topic of sustainable manufacturing in the curriculum. [ABSTRACT FROM AUTHOR]

A method to evaluate students' application of sustainability principles into engineering design and problem solving was developed. Students were presented with two challenge questions that each posed a scenario. Students responded to one question and their answers were scored using a rubric that combined both analytic and holistic scoring criteria to account for sustainability principles. The rubric was iteratively developed and met standard measures of reliability and validity. Based on responses from primarily civil and environmental engineering students at three institutions, it was found that male students, seniors, and participants in many diverse learning activities (extracurricular service, internships, undergraduate research, and engineering design courses) achieved higher rubric scores. Scores on the challenge questions did not correlate to students' interests in sustainable engineering, which were measured using a Likert-based survey. A challenge-question approach to formative assessment may enable instructors to adapt curricula to foster student learning of implicit sustainability issues in engineering. The rubric may be used with a diversity of content-focused challenge questions as a tool for assessing students' holistic, sustainability-focused approaches to engineering. [ABSTRACT FROM AUTHOR]

Recent natural events such as earthquakes in Japan and storm surge effects in New York have led to the growing interest in sustainable civil engineering. While sustainability topics, such as soil liquefaction and green building design, are typically included within civil engineering programs at the baccalaureate or graduate levels, topics in sustainability can be adapted for secondary school students as well. In addition, efforts to attract quality and diverse students into civil engineering have given rise to engineering camps aimed at secondary school students. This research focuses on the exploration of civil engineering sustainable module topics for secondary school students through the development of content as well as implementation of two case studies. Sustainability module topics are identified and instructional content (lesson objectives, key concepts, activities, experiments, and other pedagogical techniques) are proposed. Two modules are applied at the Bucknell Engineering Summer Camp program, targeting secondary school students. The module topics developed, as well as the case study results, can provide examples for how engineering educators throughout the country can introduce sustainable civil engineering as a way to encourage future civil engineering students. [ABSTRACT FROM AUTHOR]