Article2019

Engineering education and the development of competencies for sustainability

Osvaldo Luíz Gonçalves Quelhas · Gílson Brito Alves Lima · Nicholas Van-Erven Ludolf · Marcelo Jasmim Meiriño · Chrystyane Gerth Silveira Abreu · Rosley Anholon +2 more

106 citations0/0 files storedInternational Journal of Sustainability in Higher Education

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Sustainability in Higher Education Engineering Education and Curriculum Development Engineering Education and Global Impact

Abstract

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.

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References

1975A QUANTITATIVE APPROACH TO CONTENT VALIDITY1 2013Critical Values for Lawshe’s Content Validity Ratio 2017A systematic review of the literature on integrating sustainability into engineering curricula 2012Making the hidden curriculum visible: sustainability literacy in higher education 2013Assessing curricula contribution to sustainability more holistically: Experiences from the integration of curricula assessment and students' perceptions at the Georgia Institute of Technology 2017Integration of sustainability in engineering education 2013Developing the curriculum for a new Bachelor's degree in Engineering for Sustainable Development 2013Developing sustainability curricula using the PBL method in a Chinese context

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