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The Development of Sustainable Engineering with PjBL during the COVID-19 Pandemic

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  • Victor Takashi Hayashi

    (Polytechnic School, University of São Paulo, Av. Prof. Luciano Gualberto, 908, Butantã 05508-010, SP, Brazil)

  • Reginaldo Arakaki

    (Polytechnic School, University of São Paulo, Av. Prof. Luciano Gualberto, 908, Butantã 05508-010, SP, Brazil)

  • Felipe Valencia de Almeida

    (Polytechnic School, University of São Paulo, Av. Prof. Luciano Gualberto, 908, Butantã 05508-010, SP, Brazil)

  • Wilson Vicente Ruggiero

    (Polytechnic School, University of São Paulo, Av. Prof. Luciano Gualberto, 908, Butantã 05508-010, SP, Brazil)

Abstract

Sustainable Engineering education must provide cyber-physical and distributed systems competencies, such as the Internet of Things (IoT), to contribute to the Sustainable Development Goals (SDG). The COVID-19 pandemic caused profound impacts arising from a traditional on-site teaching model rupture and demanded distance learning for engineering students. In this context, we considered the following Research Questions (RQ): How can Project Based Learning (PjBL) be applied in hardware and software courses from the Engineering curriculum to foster practical activities during the COVID-19 pandemic? Is the student performance in the fully remote offering comparable to the face-to-face offering? (RQ1); Which Sustainable Development Goals are related to the Engineering students’ project themes? (RQ2). Regarding RQ1, we present how PjBL was applied in first-, third- and fifth-year Computer Engineering Courses to support 31 projects of 81 future engineers during the COVID-19 pandemic. Student grades in a Software Engineering course indicate no relevant differences between student performance in remote and face-to-face offerings. Regarding RQ2, most Computer Engineering students from the Polytechnic School of the University of São Paulo in 2020 and 2021 decided to create projects related to SDG 3—Good Health and Well-being, SDG 8—Decent Work and Economic Growth and SDG 11—Sustainable Cities and Communities. Most projects were related to health and well-being, which was an expected behavior according to how health issues were brought into highlight during the pandemic.

Suggested Citation

  • Victor Takashi Hayashi & Reginaldo Arakaki & Felipe Valencia de Almeida & Wilson Vicente Ruggiero, 2023. "The Development of Sustainable Engineering with PjBL during the COVID-19 Pandemic," IJERPH, MDPI, vol. 20(5), pages 1-23, March.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:5:p:4400-:d:1084750
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    References listed on IDEAS

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    1. Margaret Jollands & Raj Parthasarathy, 2013. "Developing Engineering Students’ Understanding of Sustainability Using Project Based Learning," Sustainability, MDPI, vol. 5(12), pages 1-15, November.
    2. Fermín Sánchez-Carracedo & Jordi Segalas & Gorka Bueno & Pere Busquets & Joan Climent & Victor G. Galofré & Boris Lazzarini & David Lopez & Carme Martín & Rafael Miñano & Estíbaliz Sáez de Cámara & Bá, 2021. "Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education," Sustainability, MDPI, vol. 13(21), pages 1-30, November.
    3. Dominika Wróblewska & Romanika Okraszewska, 2020. "Project-Based Learning as a Method for Interdisciplinary Adaptation to Climate Change—Reda Valley Case Study," Sustainability, MDPI, vol. 12(11), pages 1-15, May.
    4. Amith Khandakar & Muhammad E. H. Chowdhury & Md. Saifuddin Khalid & Nizar Zorba, 2022. "Case Study of Multi-Course Project-Based Learning and Online Assessment in Electrical Engineering Courses during COVID-19 Pandemic," Sustainability, MDPI, vol. 14(9), pages 1-18, April.
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