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Introduction: Environmental education (EE) has been extensively studied and promoted in Latin America, particularly in Colombia, through educational policies and regulations at all educational stages. While EE is well-established, Education for Sustainable Development (ESD) is gaining increasing global importance, especially with the advent of the Sustainable Development Goals (SDGs). Despite this, there remains a lack of knowledge, application, and research of ESD within engineering programs in higher education. This study aims to explore these gaps and assess the acceptance of ESD compared to EE among engineering students in Colombia. Methods: A survey was conducted among 406 engineering students from eight universities in Colombia that offer undergraduate engineering programs. The survey included both Likert scale questions and open-ended questions. The objective was to measure students' knowledge and perception of ESD, identify the roots of EE within engineering programs, and evaluate the progressive integration of ESD in these curricula. Results: The results revealed the deep-rooted presence of EE in Colombian engineering programs and a gradual incorporation of ESD into these curricula. However, significant gaps were identified. The majority of students demonstrated limited knowledge of ESD and Sustainable Development (SD). Furthermore, there was a noticeable lack of academic areas or subjects within the engineering curriculum that specifically promote the knowledge and application of ESD. Students' responses also highlighted the unusual convergence between EE, a traditionally conservationist field, and ESD, which is more developmentoriented. Discussion: This research identifies several critical challenges faced by engineering education in Colombia. The limited awareness of ESD among students suggests a need for enhanced integration of sustainable development concepts within engineering curricula. The lack of academic subjects dedicated to ESD further exacerbates this issue. Based on these findings, a transition strategy is proposed to bridge the gap between EE and ESD in Colombian higher education. This strategy aims to provide a smoother transition and better integration of sustainable development principles within engineering programs, ultimately supporting the development of engineers equipped to address contemporary global challenges. [ABSTRACT FROM AUTHOR]

Despite an emerging emphasis on the role of engineers in achieving the SDGs, there is still a lack of agreement on which competencies should be prioritised to prepare them to tackle future sustainability challenges. By formulating a theoretical framework of key sustainable competencies based on prior studies, this study investigated engineering students’ subjective views on which competencies they considered as the most important to support them in becoming sustainable engineers/designers. Using Q methodology, views were collected from 26 master students in a Sustainable Design programme in a Danish systemic problem- and project-based (PBL) context. Three key competencies were identified: collaboration, interdisciplinarity, and systemic thinking. Competences within the ‘doing’ and ‘being’ dimensions were represented the strongest. There is a hierarchy between the competencies, with collaboration being the highest level, as it demonstrates that it is transversal to the others. These results emphasised the role of PBL in developing competencies for sustainability and in reinforcing the value of Education for Sustainable Development. [ABSTRACT FROM AUTHOR]

This study explores the application of the epoxidation process of poly‐β‐myrcene, a constituent of the natural resin from Chios Mastic trees (Pistacia Lentiscus L.), as an educational instrument for teaching Green Chemistry and Engineering to students at various academic levels. The study provides a comprehensive presentation of foundational knowledge essential for interpreting the subsequent experimental data. Consequently, the production process that leads to the production of Mastic Epoxide (MASTEP) stands as an invaluable pedagogical resource, enabling educators to impart crucial principles of Green Chemistry and Engineering to both pre‐graduate and post‐graduate students. By employing MASTEP as a case study, this educational approach actively involves students in a dynamic learning environment. Through this methodology, learners develop a profound comprehension of sustainability, innovation, and good practices. The integration of the MASTEP concept into the curriculum would foster a deeper understanding of responsible methodologies among aspiring chemical engineers and scientists, equipping them to make substantial contributions towards a more sustainable global landscape. This educational model aims to contribute to preparing future generations for a pivotal role in fostering a sustainable world through their professional endeavors. [ABSTRACT FROM AUTHOR]

Engineering education is pivotal in driving sustainable development forward, yet many engineers encounter hurdles stemming from insufficient preparation for sustainability challenges. A major factor contributing to this is the lack of a structured and practical framework to guide the integration of sustainability into engineering education. This study addresses this gap by presenting a system-based framework tailored to ‘engineering education as sustainable development.’ The framework outlines a dynamic and inclusive organisational system, incorporating inputs from key stakeholders, a value-and-belief subsystem, throughput processes, and resultant outcomes. These outcomes encompass the cultivation of a new cohort of engineering graduates equipped with sustainable development knowledge, skills, and values/attitudes, thereby fostering the sustainable well-being and prosperity of all stakeholders involved. Additionally, the study examines the intricate relationships, including feedback loops, among system components and concludes by offering insights for practitioners to consider for future action and implementation. [ABSTRACT FROM AUTHOR]

Green engineering is an important direction for engineering education, especially in the field of chemical engineering, where green chemical is a necessary guarantee for achieving sustainable development in the industry. How to practice the principles of green engineering in curriculum education is a problem that needs to be faced in engineering education, due to the currently educated persons are the future practitioners. The aim of this study is to integrate green techniques into an undergraduate‐level chemical design course, demonstrating how green engineering principles can be embedded in the curriculum to practice green engineering education, and thus disseminate the sustainability concept, resulting in a framework for achieving sustainable development. According to the training programme and design procedure, each student receives a product process design project and is guided by a teacher through the data review and discussion and then integrates green technologies in all aspects of the design, and the design result is evaluated. The good results of the students' design show that the undergraduate‐level chemical design course can well integrate green engineering principles and green technologies in the design, enhance the green standard of process design, broaden the students' design vision and mobilize their engineering creativity. It is a good form of green engineering education that the integration of engineering green technologies into an undergraduate‐level chemical design course, as demonstrated by the design results, which achieve effective practice of the sustainability concept and develop green education. [ABSTRACT FROM AUTHOR]

Contribution of Engineering Education to the sustainable development of the industry have shown its importance. In each phase of industry revolution, core engineering branches have played significant role by providing competent engineering graduates. Over the years' industry requirements are changed accordingly the employability skills of the graduates needs to be uphold. Further, the core engineering branches are facing challenges to adopt the revolution of allied engineering branches and courses. To address these issues, the students of core engineering branches to be trained in various dimensions for filling this gap. Thus, the paper discusses the development of students of core engineering through means of comprehensive training to make them employable with quality circle approach. The comprehensive training has been conducted for specific set of students of electrical engineering for placements in core companies with higher packages. Various surveys have been conducted to identify the skill-set requirements of students and expectations of industry. survey conducted. The outcome of the comprehensive training is found to be efficient in terms of placement opportunities and improvements in packages. [ABSTRACT FROM AUTHOR]

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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]

Over 60 million tons of E‐waste is expected to be generated in 2023, with associated significant impacts on health and the environment. To reduce the number of products sent to landfills, "Right to Repair" (RtR) movements are gaining momentum in many countries, including the UK, USA, and EU member states. While Universities are seen as important stakeholders to drive forward sustainable design practices, there is currently little work looking at training undergraduate design engineers in the principles of designing household products in support of RtR. In particular, the project‐based learning (PBL) pedagogy shows promise in engaging and training students with the skills and knowledge required to successfully design products for RtR. In this paper, a pilot‐study of teaching engineers is presented to design products compatible with RtR principles, alongside many technical skills, in a first‐year PBL course. The key outputs of this paper are the design of the module, which can be used to help inform first‐year engineering education, the high engagement of students, with 100% of respondents agreeing that they intend to try to implement sustainable design practices in future, and some of the innovative features that students implement in their projects. [ABSTRACT FROM AUTHOR]

Sustainability research findings are imperative to reach a wide audience but are often hard to interpret for the general public because of their complex and interdisciplinary nature. Virtual reality (VR) is an emerging tool in education and research dissemination that can make information more accessible and engaging. This case study leveraged VR, gamification theory, and art design to develop an immersive experience that educates the general public with environmental engineering and sustainability knowledge. Through a series of informative and interactive games, this experience presented scientific findings while providing realism and entertainment throughout. This paper presents step‐by‐step guidelines for transferring engineering knowledge into a pedagogical VR experience, including human–computer interactions, storyboard development, data visualization, and gamification theory implementation. Participants provided positive feedback on the learning experience and stated that the experience sparked a curiosity to learn more about sustainability concepts. Improving opportunities for future development proposed during beta‐testing were also documented to guide future development. This case study contributes to the body of knowledge by validating the feasibility and effectiveness of incorporating VR and gamification theory in engineering education. Practically, the proposed development procedure can be implemented in various engineering education contents and scenarios. [ABSTRACT FROM AUTHOR]

With the aim of assisting students in acquiring the practical knowledge required for sustainable engineering practices, a new intervention method in the form of flipped micro-modules was developed. The perceived quality of the flipped micro-modules and their relationship with the students' attitudes towards using them were then evaluated using an extended technology acceptance model (TAM-extended model). The quality of the flipped micro-modules was measured based on three aspects: the quality of the framework, the quality of the content, and the quality of the operation. The findings revealed that the students considered the framework of the flipped micro-modules to be the most important aspect. The findings also demonstrated that the flipped micro-modules have the potential to improve engineering education and prepare students for future sustainable engineering practices. [ABSTRACT FROM AUTHOR]

Green engineering education is of great significance. The development of the chemical industry has a new direction under the background of engineering back to green engineering and chemistry. The undergraduate graduation chemical design is an important course for the comprehensive application of professional knowledge and bridging to the actual production, and also important support for the cultivation of chemical talent. This paper presents a case in which the improvement of ethyl acrylate process design can be selected as a topic of undergraduate graduation chemical design, which has both an industrial production process foundation that student can learn and engineering design innovation under the guidance of the green engineering concept. After the design study, the results show that the process design of ethyl acrylate supported by new clean catalysis and membrane separation technologies has been improved in reducing process complexity and improving environmental friendliness. Furthermore, the teaching result indicates that the process design reinforces students' green engineering thinking and provides a green engineering teaching format for chemical design. [Display omitted] • Green engineering principles and green chemical concept were integrated into undergraduate chemical design. • Process design for ethyl acrylate was improved. • It was developed that an undergraduate chemical design teaching model to train engineers for chemical production practice. [ABSTRACT FROM AUTHOR]

The education of engineers and other professionals to address the global grand challenge of sustainable food production will require much more than excellent technical skills. New mindsets, human-centered design principles, and collaborative leadership skills will be required to develop leaders who will be successful in addressing the complex political, economic, and societal challenges inherent in sustainable agriculture and food production today. This will require supplementing--not replacing--the technical core of engineering education with new pedagogical models and extracurricular experiences. One such model that has proven effective in this area and has spread to nearly 100 universities globally is the Grand Challenges Scholars Program. This article explains how the complexities of agriculture and food production today can be addressed by future engineering leaders based on this program. [ABSTRACT FROM AUTHOR]

Engineering plays a pivotal role in tackling the grand societal challenges humanity is facing. It is essential that engineers understand these challenges and realize the impact their solutions have. This means that higher education's task in fostering future engineers as transformation agents is key. In this paper we introduce initial arguments about why engineering programs need to include both sustainability and entrepreneurship as core elements for students to obtain a holistic approach towards humanity's grand societal challenges, along with specific skills, including for example critical thinking and reflection, systemic thinking, building partnerships, and collaborations An overview of the literature shows that independent sustainability and entrepreneurship have been recognized as important for engineering programs, even though the integration of both has yet to be achieved. Furthermore, a first analysis of a sample of engineering programs in Germany confirms what we observed in the literature. It would appear that the time for a transformation of engineering programs has arrived. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to discuss how the theory of complex thinking can be considered an interesting element in engineering education, especially in the context in which challenges toward sustainable development are multidisciplinary. Design/methodology/approach: This viewpoint synthesizes the main reflections and discussions generated during a process of debate, research and creation of a proposal for an undergraduate engineering course at a higher education institution in Brazil. The literature on engineering education, sustainability and complexity was considered in an integrated way. Debates were conducted considering the authors' knowledge and experience as professors of engineering courses and researchers in the field of sustainability. A qualitative and reflexive approach was used to organize the main discussions. Findings: The prevailing classical engineering paradigm trains professionals to think from a Cartesian, reductionist perspective, appropriate for solving well-structured problems with known solution paths and convergent answers. However, addressing sustainability challenges requires a different kind of thinking capable of dealing with situations characterized by uncertainty, emergence and incompleteness of knowledge. Complexity thinking can be useful for this purpose as it provides a broad system approach to deal with ill-defined, ill-structured and unpredictable problems. This study can be understood as a call to researchers and professionals to consider the value and importance of complexity thinking to advance engineering education for sustainability. Originality/value: The need to overcome the limits of the classical engineering paradigm is emphasized in the context of sustainability. Complex thinking is considered as a path toward a paradigm shift in engineering education for sustainability. It can contribute to the training of professionals to face pressing challenges now and in the future. This viewpoint provides some insights to enhance debates on education engineering. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to analyze how a tangram activity improved students' abilities to explain sustainability, articulate a positive perception of sustainable design and relate sustainability with innovation in engineering design. Design/methodology/approach: The concept of paradigm shift was introduced in the classroom by using a tangram activity to help students understand that sustainable design requires out-of-the-box thinking. Instructors from three institutions teaching various levels of sustainability courses to engineering majors used the activity to introduce sustainable design, then measured the understanding and appreciation of the concepts introduced through the tangram activity with pre- and post-activity surveys. Findings: Findings from the study indicate that students' perceptions of sustainability significantly improved due to the activity, without regard to the institution. The activity also significantly improved students understanding of the connection between sustainability and innovation, across all three institutions, across all majors and across all years of study except second-year students. Improving engineering students' views on sustainability may lead, over time, to changes in the industry, in which environmental performance is incorporated into the engineering design process. Originality/value: Active learning approaches are needed for affective-domain learning objectives in the sustainability field for students to learn the necessary attitudes, values and motivations to implement sustainability in engineering design. Simple, easily implemented active learning techniques, such as the tangram activity presented here, can be implemented across the curriculum or to the public to introduce the paradigm shift necessary with sustainable design. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to explore the differences in first-year and senior engineering students' engineering agency beliefs and career goals related to sustainable development. The authors also sought to understand how topics related to sustainable development in engineering courses affect senior engineering students' goals to address these issues in their careers. This work provides evidence of how students' agency beliefs may be shaped by higher education, which is essential to workforce development. Design/methodology/approach: Findings stem from two national surveys of engineering first-year (Sustainability and Gender in Engineering, n = 7,709) and senior students (Student Survey about Career Goals, College Experiences, n = 4,605). The authors compared both groups using pairwise testing by class standing. Findings: The results indicate that undergraduate studies tend to reinforce students' engineering agency beliefs to improve their quality of life and preserve the environment. Significantly more senior students selected career goals to address environmental issues compared to first-year students. In general, students undervalue their roles as engineers in addressing issues related to social inequities. Those topics are rarely addressed in engineering courses. Findings from this work suggest discussing sustainability in courses positively impact setting career goals to address such challenges. Research limitations/implications: The study compares results from two distinct surveys, conveyed at different periods. Nonetheless, the sample size and national spread of respondents across US colleges and universities are robust to offer relevant insights on sustainable development in engineering education. Practical implications: Adapting engineering curriculum by ensuring that engineering students are prepared to confront global problems related to sustainable development in their careers will have a positive societal impact. Social implications: This study highlights shortcomings of engineering education in promoting social and economic sustainability as related to the engineering field. Educational programs would benefit from emphasizing the interconnectedness of environmental, social and economic dimensions of sustainable development. This approach could increase diversity in engineering education and the industry, and by ripple effect, benefit the communities and local governance. Originality/value: This work is a first step toward understanding how undergraduate experiences impact students' engineering agency beliefs and career goals related to sustainability. It explores potential factors that could increase students' engineering agency and goals to make a change through engineering. [ABSTRACT FROM AUTHOR]

In this article, we present electronic engineering as a discipline called to propose solutions to achieve energy sustainability. This field of knowledge has been supported to accelerate energy consumption with technological contributions to al low the comfort s of the modern world. Consequently, electronics has influenced advances such as transport systems, innovations in means of communication, automation of production, domotics, and all direct impacts in the economic, political, and educational sectors. In the same way, it is then possible for electronic technology to promote development both in generating energy resources in a sustainable way and by reducing micro and macro consumption. Up to now, engineering education has promoted scientific and technological training to provide solutions that address the different needs of society, including alternative energy transformation systems. However, it has not been concerned with including in each lesson an awareness of energy efficiency and developing solutions based on sustainable use of energy. Up to now, engineering education has promoted scientific and technological training to provide solutions that address the different needs of society, including alternative energy transformation systems. Nevertheless, it has not been concerned with including in each lesson an awareness of energy efficiency and developing solutions based on sustainable use of energy. As a resource of help, we propose in this work the inclusion of "energy competences" in each topic and learning space from an Electronic Engineering program. The work presented shows that it is possible to include energy competences in electronic engineering curricula as a part of an educational sustainable social commitment. [ABSTRACT FROM AUTHOR]

With the immersion of a plethora of technological tools in the early post-COVID-19 era in university education, instructors around the world have been at the forefront of implementing hybrid learning spaces for knowledge delivery. The purpose of this experimental study is not only to divert the primary use of a YouTube channel into a tool to support asynchronous teaching; it also aims to provide feedback to instructors and suggest steps and actions to implement in their teaching modules to ensure students' access to new knowledge while promoting their engagement and satisfaction, regardless of the learning environment, i.e., face-to-face, distance and hybrid. Learners' viewing habits were analyzed in depth from the channel's 37 instructional videos, all of which were related to the completion of a computer-aided mechanical design course. By analyzing and interpreting data directly from YouTube channel reports, six variables were identified and tested to quantify the lack of statistically significant changes in learners' viewing habits. Two time periods were specifically studied: 2020–2021, when instruction was delivered exclusively via distance education, and 2021–2022, in a hybrid learning mode. The results of both parametric and non-parametric statistical tests showed that "Number of views" and "Number of unique viewers" are the two variables that behave the same regardless of the two time periods studied, demonstrating the relevance of the proposed concept for asynchronous instructional support regardless of the learning environment. Finally, a forthcoming instructor's manual for learning CAD has been developed, integrating the proposed methodology into a sustainable academic educational process. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to analyse how the materials selection courses of engineering undergraduate programmes can be better aligned with the United Nations Sustainable Development Goals (SDGs). Design/methodology/approach: Initially, a content analysis was performed in 39 materials selection course descriptions from 40 engineering undergraduate programmes of Brazilian higher education institutions, and subsequently, Delphi method procedures were conducted with professors that teach or have taught the course and are knowledgeable in the subject of sustainability. Findings: Considering the analysed course descriptions, it was shown that most of the materials selection courses do not consider or present little emphasis on sustainability aspects. Regarding the Delphi method, eight items were evidenced to consider sustainability aspects in the analysed courses. Originality/value: This study contributes to the debates about sustainability insertion in engineering undergraduate programmes. More specifically, the findings presented consolidated information that professors and coordinators can use to align materials selection courses with the SDGs better. [ABSTRACT FROM AUTHOR]

Industrial ecology and sustainability education have evolved over time, as this relatively new discipline has emerged and has been refined. Courses engaging with these topics are often found in engineering departments, and feature project or problem‐based learning (PBL) commonly with an industrial partner. This provides students the opportunity to apply the topics that they have learned in class in a real‐world situation, complete with the constraints and uncertainties inherent in practice. Community‐based learning (CBL), a combination of service learning and PBL, allows students to not only apply the material from a sustainability course, but also to do so in service of a community partner. This work presents an analysis of a multi‐year effort in teaching a CBL course on the topic of industrial ecology and sustainability in a North American context. Knowledge probes are utilized to quantify student preparation for the course and confidence in knowledge gained during the course in a longitudinal manner. Meanwhile, evolving student reflection is utilized to assess the impact of how the CBL element of the course influenced student thinking about the role of sustainability and industrial ecology within engineering education. The findings suggest that applying CBL to industrial ecology education has the potential to further enhance student learning experiences, while also providing a valuable service experience. [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]

Important Lessons Can be learned from the COVID-19 pandemic, which after more than two years of worldwide suffering is still among us. First, we now better understand that global health concerns cannot be tackled and solved individually and verify that the dream for universal health care is far from being fulfilled. Besides, biomedical technologies and medical devices, despite their transformative potential, cannot always reach those urgently needing them, due to centralized production, supply chain issues, intellectual property restrictions, and lack of raw materials and resources close to the point of care, which calls for a renovation of the biomedical industry aimed at sustainability and equity. To make matters worse, unethical behaviors of governments, companies, and citizens, from which the ongoing pandemic has provided plenty of examples, also endanger the already challenging progress toward the Sustainable Development Goals (SDGs), including “Goal 3” on “Good Health and Well Being.” [ABSTRACT FROM AUTHOR]

The master's seminar "Competencies for Social and Sustainable Engineering Design" at RWTH Aachen University is part of the study programs Environmental Engineering, Civil Engineering and Industrial Engineering. Focusing on Education for Sustainable Development (ESD), this course covers, teaches and reflects relevant competencies for socially responsible and sustainable engineering design. Following a research-orientated focus, the following research question was addressed: "Which competencies are considered relevant by future engineers in the context of sustainable and socially responsible engineering design?". The purpose of this paper is to present this approach and, on the basis of the seminar, to explain how relevant competencies for socially responsible and sustainable engineering design can be acquired by engineers. Moreover, the seminar concept is explained and a methodology for teaching the aforementioned topics is described that can also be transferred to other courses. The evaluation of course-specific feedback allows to present both conclusions and corresponding solution approaches, as well as challenges associated with the concept. Results show that engineering students call for competencies which go beyond pure technical knowledge, and, at the same time, determine that these competencies, like social competencies, are missing in their studies. Accordingly, this leads to implications for future curricula development. [ABSTRACT FROM AUTHOR]

This research study has investigated the challenges faced due to the pandemic (COVID-19). This paper further provides recommendations that can be adopted by academics, learners, and administrators to make the education system more robust and sustainable. The impact of the COVID-19 pandemic can be felt in various fields across the world including higher education. The closure of face-to-face (FtF) learning in educational institutions worldwide has impacted over 95% of the world's student population. Therefore, in wake of this, many institutions have quickly adopted to offer complete online teaching and learning in a very short period. However, such a quick transition has raised several challenges. 1) What are the challenges encountered by academics and their readiness to adapt to the rapid remote learning transition? 2) What are the challenges encountered by learners (students), and their readiness to adapt to the rapid remote learning transition? 3) What are the recommendations for strategic planners or high-level administrators in institutions to tackle such pandemic risks effectively in the future? To address research questions mixed methods are used. A qualitative questionnaire survey is framed by an extensive literature review to understand the perceptions of academics and learners. A total of (n=525) academician samples and (n= 1460) student samples have been collected. The academic and learner's perceptions are analyzed by estimating the Pearson correlation coefficients. The mean and SD values based on academic rank stood at 3.01±0.96, and by experience stood at 2.96±0.98. Similarly, learner's perceptions stood at 2.67±0.95. Keywords: FtF (Face to Face); problem-oriented and project-based learning (POPBL); LMS (Learning management system); emergency remote teaching (ERT); emergency risk (COVID-19): Standard deviation (SD). [ABSTRACT FROM AUTHOR]

The complexities of observing flow phenomena in porous media have made it difficult to teach the course, Flow in Porous Media, to undergraduate students majoring in petroleum engineering. In this study, we propose an integrated numerical visualization teaching (INVT) approach that is based on MATLAB Pdetool, graphical user interface, and Visual Basic Programming. The effectiveness of the INVT method was evaluated in two ways: First, via statistical analyses of the examination grades of two groups (experimental and control groups) of selected undergraduate students from the school of petroleum engineering, after a carefully designed INVT tutorial program was conducted on the experimental group, and finally, by interviewing the selected students to ascertain their psychological wellbeing. The following results were obtained: (1) From the statistical analysis, it was observed that the grade distribution, arithmetic mean, median, and maximum scores of students in the experimental group were relatively higher, suggesting that the INVT approach was effective and suitable for the majority of the students. (2) The interviews revealed that the INVT method provides students with a better classroom experience and help them identify their area of interest. (3) The INVT method will provide other benefits, such as cost‐saving, greener classroom​s, decrease carbon footprint, talent and skill enhancement, and achieve sustainable development goals for education. This paper introduces an effective teaching method for environmental and sustainable energy education. To the best of our knowledge, this is the first time the INVT method is adopted in teaching a petroleum engineering professional course. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to research the ways of integrating sustainable development into study programs of engineering faculties in an international context, as well as to analyse the current state of engineering education for sustainable development at the universities of the Republic of Serbia. Therefore, a desktop research, as well as an analysis of the engineering education curricula, have been conducted. The results of the research indicated to two possible approaches to the integration of sustainable development into the engineering curricula – in the form of special subjects dedicated to the problems of sustainable development in the engineering, or as an integrative approach which implies that sustainable development becomes an integral part of the entire curriculum. Subjects dedicated to sustainable development have been identified at all universities, but not at all faculties where engineers are educated in the Republic of Serbia, they are present at all levels of study (undergraduate, master, doctoral), as well as within applied, integrated and specialist studies, and by status they are most often elective. The results confirm that the engineering curricula open up towards the questions of sustainable development both in international context, and in higher education of the Republic of Serbia and as such, they can serve to the relevant ministries of education and science, universities and engineering faculties as a recommendation in which way to plan and design higher education of engineers in the future in order to provide overall support in the integration of sustainability into the engineering. [ABSTRACT FROM AUTHOR]

Purpose: Environmental sustainability and social contexts are becoming increasingly important concepts. The infusion of sustainability and humanitarian engineering (HE) into the academic core curriculum is often challenging. This study aims to provide an understanding of students' perceptions and attitudes toward the incorporation of active learning of sustainability and humanitarian concepts into engineering education. Design/methodology/approach: A project-based sustainability course was developed and offered to engineering undergraduates. A HE international field experience was also provided to students as an extracurricular activity. Pre- and post-surveys were conducted to assess students' perceptions and attitudes toward sustainability and HE project learning experience. An analysis of variance (ANOVA) was performed to determine the statistical significance of the results and demographic influences on students' experiences. Findings: Both project-based and international field learning experiences positively influenced the students' perceptions of sustainable practices, social change and appreciation of the engineering profession. Multidisciplinary learning also helped students become more motivated, engage in sustainability-promoted activities and community work and improve their social interactions. Students gained practical engineering skills that they did not typically receive in traditional classroom settings and recognized the global and social responsibilities that are core to sustainable development education. Originality/value: The study demonstrates a mixed undergraduate educational model in which students acquired sustainability concepts through a project-based engineering course and practiced social responsibility through international HE projects. The findings help engineering educators understand students' perceptions toward sustainability and HE, providing insight into effective curriculum design and strategic inclusion of social responsibility in traditional engineering education. [ABSTRACT FROM AUTHOR]

The human species' adaptive advantage is driven by its ability to build new material structures and artefacts. Engineering is the modern manifestation of this building instinct, and its advent has made the construction and use of technologies the central pattern of human life. In parallel, efficiency, the overarching narrative driving technology and related life practices, has pervaded most occupations as a value, forming a cultural backdrop that implicitly guides decisions and behaviour. We examine the process through which this backdrop has developed, and argue that it emerged through the constant presence and use of built artefacts and structures, which function as manifestations of the engineering value of efficiency. The constant presence and use of built structures leads to the slow percolation of their building values into society, forming a cultural narrative that emphasises efficiency. This narrative then feeds back, to further reinforce efficiency-driven engineering processes. This loop creates a runaway building system that is highly resistant to change, even when faced with the prospect of the species going extinct. Any effort towards sustainability can be successful only when this all-pervading - and hence invisible - building loop is made explicit, and compensated for, through a counter-loop where building manifests sustainable engineering values. As a first step in revealing this structure, we characterise the emergence of the efficiency value as a cultural narrative, and analyse its wide-ranging environmental effects. We then present the design principle of 'Solving for Pattern' (SfP) as an illustrative contrast case. SfP, first articulated by Wendell Berry, focuses on interconnectedness and flourishing of all species as central design principles. We argue that these ecological principles can be extended to engineering, and can thus support the development of a robust operational-level building movement that manifests value systems oriented towards sustainability. To ground this proposal in actual practice, we outline two case studies of technology design that illustrates SfP. We also discuss three cases that illustrate SfP at a larger scale, and examine how these extend existing design approaches such as systems engineering. We conclude with a proposal to include SfP in engineering education curricula, to facilitate a faster cultural shift towards flourishing, which is required given the limited time window available to move to sustainable building practices. [ABSTRACT FROM AUTHOR]

Inequities in opportunities to learn and become in engineering, especially for minoritized youth, are enduring and systemic. How students experience engineering education, through curriculum, pedagogy, and teacher/student interactions, all shape opportunities for identity development. In this paper we draw upon cultural studies and critical ethnography to explore how and why students engage in engineering for sustainable communities and its relationship to their identity work. We ground our work in a justice-centered asset-based stance that centers how people's lived lives and community wisdom yield powerful forms of cultural knowledge/practice relevant to learning and engaging in science, technology, engineering, and mathematics. We seek to accentuate students' ingenuity to leverage their assets for social change making; that is, in transformative and future-oriented ways. We view youths' everyday ingenuity as powerful assets for learning and participating in authentic engineering design for sustainable communities. Findings suggest that engineering for sustainable communities created opportunities for productive identity work because it created space for youth to authentically engage in engineering design in ways that allowed them to care about each other, their classroom and community, and to use both their everyday ingenuity and technical expertise to make a difference. We also suggest that students' identity work took shape through the emergence of new local contentious practices of engineering for sustainable communities that both amplified youths' ingenuity and challenged particular local, historical/sociocultural norms of engineering and schooling. These contentious local practices related to disrupting the authority to name what counts as engineering problems worth solving and disrupting narratives around what it means to persist through iterations in design. We suggest that an engineering for sustainable communities approach supports the production of local and productive contentious practice because it centers community co-ownership in the design, and supports students in leveraging their everyday ingenuity as critical knowhow in engineering design. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this study is to evaluate the effectiveness of applying sustainability to the engineering curriculum at a university in China. Design/methodology/approach: A new curriculum, "ethics, involvement and sustainability," was designed and presented to engineering students from an undergraduate major in quality management engineering. This curriculum incorporated knowledge acquisition and skills training into sustainability via various teaching approaches in a mandatory curriculum at Tongling University, China. Pre- and post-questionnaire surveys, as well as a fuzzy comprehensive evaluation model, were adopted to evaluate the changes in knowledge, attitudes and behaviors of respondents before and after curriculum implementation. Findings: Significant changes in knowledge and attitudes were observed following the implementation of the curriculum. In terms of the development of new behaviors, the changes tended to be moderate. Generally, respondents were satisfied with the effectiveness of the new interdisciplinary curriculum post-implementation. Practical implications: Positive results were observed for the pilot and practice of the new engineering education (NEE) strategy at the cooperating university in China. Specifically, the integration of sustainability into curriculum design, implementation and evaluation inspired greater social responsibility in engineering students' decision-making processes. Additionally, it shed light on how to integrate the concept of sustainability into curricula. One limitation of this study was the absence of a comparison group that did not experience the new curriculum. Originality/value: Scant attention has been paid to local universities in the context of the newly-launched NEE strategy. This study provides new insight regarding the implementation of sustainability into engineering curricula and practice via formal, but diversified, teaching approaches. [ABSTRACT FROM AUTHOR]

Purpose: Considering the requirements of sustainable development regarding professionals training and the challenges evidenced during Coronavirus disease (COVID-19) pandemic, this study aims to contribute to the debates regarding the need to insert sustainability into engineering education in the current context. Design/methodology/approach: For this, the literature about sustainability in engineering education was considered, and the need for sustainability insertion in the context of the COVID-19 pandemic was debated. It is important to emphasize that this debate was based on the authors' experience regarding sustainability research and teaching. Findings: The current moment unveiled companies' financial management problems, constantly evidenced by media. In this sense, the interest of engineering students in business management may lead them to believe that companies' survival depends only on financial aspects, neglecting environmental and social aspects. This study is characterized as a reminder to academic staff in the field of engineering to continue valuing the principles of sustainable development with their students during the COVID-19 pandemic. Originality/value: The need to make engineering students understand the importance of social projects in the current period is emphasized. The training of professionals to consider all the sustainability aspects even during crisis moments is evidenced now and should be used as a learning lesson for the future. [ABSTRACT FROM AUTHOR]

The human world and the biosphere which we inhabit with all other life on earth is a complex socio-ecological system. It is essential to think about the sustainability problem by considering the interventions necessary to achieve our objectives within that system. The paper describes how the seventeen Sustainable Development Goals (SDGs) can be placed within a systems configuration. In this paper, I outline the development of a dynamic model to explore this system and its plausible trajectories over coming decades and centuries. The results echo the findings of other studies, indicating that urgent action is required to avoid declining average global living standards in the coming century. The key policy interventions required to avoid this are described. The present institutions are insufficient to re-structure the global economy in the timeframe required, meaning that our profession must be elevated in the public discourse, and our voices must become louder. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to report on how programme directors address sustainability within engineering education at Swedish universities and engineering colleges. Design/methodology/approach: The study was performed as a survey with follow-up interviews around the following core questions: to what extent do programme directors possess a deep understanding of the subject of sustainable development? Which are the core competencies in sustainable development that programme directors identify as important for their engineering students to acquire during their basic training? To what extent are those competencies integrated into engineering education today and what kind of support do programme directors receive from their department to integrate these competencies into the curriculum? Findings: Programme directors believe that learning for sustainable development is important mainly based on their personal convictions. However, out of 10 potential learning objectives extracted from the literature, only four-six are implemented in degree programmes. Learning objectives and activities are not always aligned, as students are required to learn about interdisciplinary collaboration without working with students from other faculties. The programme directors receive some support from the department, but they express a need for additional support. Examples of support that they suggest are faculty training, efficient teaching material and incorporation of sustainability in the quality assessment instruments for degree programmes. Originality/value: This study is the first comprehensive, national survey of what programme directors think about sustainability in higher education. Their views are important in the attempt to accelerate the integration of sustainability in higher education curricula. [ABSTRACT FROM AUTHOR]

Background: Increasing engineering students' engagement with public welfare is central to promoting ethical responsibility among engineers and enhancing engineers' capacity to serve the public good. However, little research has investigated how student experience attempts to increase engagement with public welfare concerns. Purpose/Hypothesis: This study identifies and analyzes the challenges facing efforts to increase engineering students' engagement with the social and ethical implications of their work through a study of students' experiences at two engineering programs that emphasize public welfare engagement. Design/Methods: We conducted interviews with engineering students (n = 26) and ethnographic observations of program events, classes, presentations, and social groups (n = 60) at two engineering programs that focus on engagement with public welfare and foreground learning about the social context and social impacts of engineering. We analyzed these data to identify areas in which students experienced challenges integrating considerations of public welfare into their work. Results: We found that four main areas where engineering students experienced difficulty engaging with considerations of public welfare: (a) defining and defending their identities as engineers; (b) justifying the value of nontechnical work and relevance to engineering; (c) redefining engineering expertise and integrating community knowledge into projects; and (d) addressing ambiguous questions and ethics. Conclusions: This work contributes to knowledge about the barriers to increasing students' engagement with issues of public welfare, even when programs encourage such engagement. These findings are relevant to broader efforts to increase concerns for ethics, social responsibility, and public welfare among engineers. [ABSTRACT FROM AUTHOR]

Background: Project‐based learning has shown promise in improving learning outcomes for diverse students. However, studies on its impacts have largely focused on the perceptions of students and instructors or students' immediate performance. This study reports the impact of taking a project‐based introductory engineering course on students' subsequent academic success. Purpose/Hypothesis: This quantitative study examines characteristics related to enrollment in the project‐based introductory engineering course and subsequent academic performance. We hypothesized that participation in the course would be associated with higher academic performance in subsequent engineering courses. In addition, we examined heterogeneity effects for students traditionally underrepresented in engineering education. Design/Method: This study utilized data on students' demographics, academic preparation, course enrollment, and course performance from 1,318 engineering students from a large public university in Southern California. Logistic regression analysis with robust standard errors examined enrollment patterns. We applied propensity scores as inverse‐probability weights in multiple linear models to calculate the average treatment effect on the treated for participants from the project‐based introductory engineering course in five subsequent engineering courses. This analysis was conducted for all students and for selected student subgroups. Results: Enrollment in the project‐based introductory engineering course was positively associated with students' performance in some subsequent engineering courses and did not adversely affect students traditionally underrepresented in engineering. Conclusions: This study provides an example of a project‐based introductory engineering course that can support students' academic success in engineering. The benefits detected for some student populations (e.g., female) are encouraging for broadening engineering pathways. [ABSTRACT FROM AUTHOR]

Many blame politicians, governments, and markets for the technically-driven problems the world faces (think war, climate change, surveillance, disinformation, and so on). But why is it that there are almost always engineers and corporations willing to design and build the technologies that cause those problems, many times in spite of knowing about the negative consequences of those technologies? I offer in this paper practical guidance on how to engage in activist engineering, the goal of which is to get engineers to step back from their work and be able to ask and have a conversation about the question, "What is the real problem, and does this problem 'require' an engineering solution?" Building on research in the history and philosophy of engineering, and engineering ethics and education, as well as current events—all of which highlight important issues of debate within engineering practice—I provide a list of questions that engineers can start with for self-reflection to better understand their motivations for doing engineering work, and to better understand the implications of their work. The questions relate to considerations engineers must make regarding the social, environmental, economic, and peace implications of their work, and relate to alternative and non-technical interventions to the problem at hand. I believe that each engineer should, in the end, be able to answer the questions: Why am I an engineer? For whose benefit do I work? What is the full measure of my moral and social responsibility? [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]

Engineering Education faced few disruptions like Outcome Based Education, Engineering Education for Sustainable Development and the present Industry 4.0 in the recent times. These disruptions failed to change Curricula, Teaching-Learning processes, Assessment appreciably in the large number of engineering institutions in several countries across the world. Same old processes despite switching over to Outcome Based Education or EESD or Industry 4.0 are being continued. Disruption is most sought after in engineering education as it offers lot of advantages like leadership, profit and professional standing. Many Institutions offering engineering programs try to implement disruptions but fail because of lack of understanding about disruption and the associated processes, required finances, Human Resources and more importantly the innovation capabilities. Disruption is a process where a product outsmarts others through Innovation either in Technology or in Product or in processes. Disruption is building a new eco-system to meet the customer's purpose of buying a product, service or a program. Of late people are trying to implement innovations in Engineering Education with no knowledge of Disruption, its properties and processes. In this paper, we try to take an example of Kingsmen Coffee, a company trying to disrupt in the Indian market, analyse what it is offering and how they are trying to disrupt the existing players and what lessons does it offer to Engineering Educators in Disruption. Kingsmen Coffee is a coffee dispensing machine with new technology and the way it is creating win-win situations for all the stake holders involved, is a matter of interest and study for Engineering Educators. Through this study of Disruption, essential pre-requisites for disruption to happen are noted and they are used to extrapolate for realizing disruption in engineering education. Some suggestions regarding implementation of Disruption are given. [ABSTRACT FROM AUTHOR]

Engineering leadership is one of the key competencies being requested by accreditation agencies and engineering companies. Thus, it is of utmost importance that engineering colleges and schools develop leadership competencies in all its students. This paper is a follow up of a paper presented at WEEF in New Mexico [1] and describes the second phase of an undergraduate Engineering Leadership Development Program (ELP) being implemented at Beihang University in China. This signature program in the new model curriculum aspires to develop engineering leadership competencies in all its undergraduate students. Phase 2 course (ELP II) was offered in the Summer of 2019 incorporating changes decided with data from the first phase. The paper provides continuity to conference attendees and readers in the ELP implementation and results being achieved. [ABSTRACT FROM AUTHOR]

Intelligent Systems in Engineering Education for Sustainable Development is the order of the day in the field of construction, operation, maintenance and retirement of the product development. Always we are talking about multi-disciplinary engineering fields. As per the future needs the technology may replace all the existing fields and interdisciplinary and intra-disciplinary will come into the force with new shape called Intelligent Systems. The reason behind this proposal strictly speaking, there always the need of connective fields with the facts and reasoning. As per the Engineering Education System the main theme will be focused on developing a product the product to solve the problems faced by society. That means the intention should be serving the needs in an effective way. According to this system, it needs to assist and manage the people needs to provide an effective solution as per standards. Hence, the current work will show a path how engineers will collaborate together with disruptive intelligent systems. [ABSTRACT FROM AUTHOR]

Role of an engineer is imperative in improving the quality of human life and India is one of the largest producers of engineers with 23 IITs (Indian Institute of Technology), 31 NITs (National Institute of Technology) and state universities offer technical education in the form of undergraduate, graduate and postgraduate programs. Since India, a predominantly young population, IITs and NITs are not sufficient in number and hence AICTE (All India Council for Technical Education) has approved over ten thousand self-financed private engineering colleges across the country to cater the huge demand for engineering education. Except for IITs, NITs, and other premier institutes, most engineering colleges failed to give quality education to the students, which would get them suitable jobs. As per the research carried out by Aspiring Minds a leading employability assessment company, only 1.7 percent of the engineering graduates are suitable for the new age jobs and top 10 IT companies recruit only 7 percent of the engineering graduates every year which is a serious concern. [1] [ABSTRACT FROM AUTHOR]