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Classical paradigms versus complexity thinking in engineering education: an essential discussion in the education for sustainable development
16 references·0 citing·52 second hop
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References

  • 2012Overcoming the tragedy of super wicked problems: constraining our future selves to ameliorate global climate change1,843 cited
  • 2012Questioning Technology1,207 cited
  • 2013Culture of Disengagement in Engineering Education?866 cited
  • 2021Three pillars of sustainability in the wake of COVID-19: A systematic review and future research agenda for sustainable development468 cited
  • 2012An in-depth literature review of the evolving roles and contributions of universities to Education for Sustainable Development372 cited
  • 2017Engineering Justice: Transforming Engineering Education and Practice262 cited
  • 2019Sustainable development goal indicators: Analyzing trade-offs and complementarities251 cited
  • 2017A systematic review of the literature on integrating sustainability into engineering curricula240 cited
  • 2017Integration of sustainability in engineering education178 cited
  • 2020From problem-based learning to practice-based education: a framework for shaping future engineers172 cited
  • 2013Developing the curriculum for a new Bachelor's degree in Engineering for Sustainable Development164 cited
  • 2019Learning from small numbers: Studying ruling relations that gender and race the structure of U.S. engineering education164 cited
  • 2021Sustainability in engineering education: A review of learning outcomes151 cited
  • 2020

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Developing a Preliminary Causal Loop Diagram for Understanding the Wicked Complexity of the COVID-19 Pandemic
148 cited
  • 2019Engineering education and the development of competencies for sustainability106 cited
  • 2019Beyond pipeline and pathways: Ecosystem metrics105 cited
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