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A Methodology to Analyze the Presence of Sustainability in Engineering Curricula. Case of Study: Ten Spanish Engineering Degree Curricula

Author

Listed:
  • Fermín Sánchez-Carracedo

    (University Research Institute for Sustainability Science and Technology (IS.UPC), Universitat Politècnica de Catalunya–BarcelonaTech, Campus Nord, C/Jordi Girona 34, 08034 Barcelona, Spain)

  • Francisco Manuel Moreno-Pino

    (Departmento de Didáctica, University of Cádiz, 11519 Cádiz, Spain)

  • Bárbara Sureda

    (University Research Institute for Sustainability Science and Technology (IS.UPC), Universitat Politècnica de Catalunya–BarcelonaTech, Campus Nord, C/Jordi Girona 34, 08034 Barcelona, Spain)

  • Miguel Antúnez

    (Servicio de Protección Ambiental, University of Córdoba, 14014 Córdoba, Spain)

  • Ibon Gutiérrez

    (Facultad de Formación de Profesorado y Educación, Universidad Autónoma de Madrid, 28049 Madrid, Spain)

Abstract

This paper presents a methodology to analyze the sustainability presence level in the curriculum of an engineering degree. The methodology is applied to ten engineering degrees of the Spanish university system, taught in three different universities. The design used for the research is quantitative and correlational. The analytical instrument used is the engineering sustainability map, which contains the learning outcomes related to sustainability that are expected of engineering students upon completion of their studies. The methodology is used to analyze the curricula of the ten engineering degrees in order to identify what learning outcomes of the engineering sustainability map are developed in each degree. The results indicate that the sustainability competency least present in all the degrees is the “participation in community processes that promotes sustainability,” with an average presence of 23.3%, while the most present is the “application of ethical principles related to the values of sustainability in personal and professional behavior,” with an average presence of 76.6%. In general, learning outcomes related to sustainability have an average presence of 52.1%, so practically half of the cells in the ten engineering sustainability maps are not developed in the degrees under study.

Suggested Citation

  • Fermín Sánchez-Carracedo & Francisco Manuel Moreno-Pino & Bárbara Sureda & Miguel Antúnez & Ibon Gutiérrez, 2019. "A Methodology to Analyze the Presence of Sustainability in Engineering Curricula. Case of Study: Ten Spanish Engineering Degree Curricula," Sustainability, MDPI, vol. 11(17), pages 1-27, August.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:17:p:4553-:d:259808
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    References listed on IDEAS

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    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. Ali M. Al-Bahi & Mohamed S. Abd-Elwahed & Abdelfattah Y. Soliman, 2021. "Implementation of Sustainability Indicators in Engineering Education Using a Combined Balanced Scorecard and Quality Function Deployment Approaches," Sustainability, MDPI, vol. 13(13), pages 1-28, June.
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