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Embedding Sustainability Competences into Engineering Education. The Case of Informatics Engineering and Industrial Engineering Degree Programs at Spanish Universities

Author

Listed:
  • Rafael Miñano Rubio

    (ETS Ingeniería de Sistemas Informáticos, Universidad Politécnica de Madrid, 28031 Madrid, Spain)

  • Diego Uribe

    (ETS Ingenieros Industriales, Universidad Politécnica de Madrid, 28006 Madrid, Spain)

  • Ana Moreno-Romero

    (ETS Ingenieros Industriales, Universidad Politécnica de Madrid, 28006 Madrid, Spain)

  • Susana Yáñez

    (ETS Ingenieros Industriales, Universidad Politécnica de Madrid, 28006 Madrid, Spain)

Abstract

The incorporation of sustainability in universities finds the greatest barriers in the field of teaching. The curricula do not usually cover all dimensions of sustainability as most of the experiences are isolated and they do not reach all students. Within a larger study, an exploratory investigation has been carried out on how sustainability competences are being integrated into the programs of both Informatics Engineering and Industrial Engineering degrees of 25 Spanish universities. The main findings suggest that existing courses in the domain of the humanities and engineering projects, as well as the final degree project, are very appropriate areas for developing a holistic and reflective approach. Likewise, there is a lack of environmental issues in Informatics Engineering, and ethical issues do not usually appear in Industrial Engineering courses. In general, there is no systematic and strategic integration along the degree programs. However, inspiring practices have been identified to propose lines of action and a curriculum model to embed sustainability into engineering education coherently and effectively. In addition, some reflections on drivers, opportunities, and challenges to achieve it are presented.

Suggested Citation

  • Rafael Miñano Rubio & Diego Uribe & Ana Moreno-Romero & Susana Yáñez, 2019. "Embedding Sustainability Competences into Engineering Education. The Case of Informatics Engineering and Industrial Engineering Degree Programs at Spanish Universities," Sustainability, MDPI, vol. 11(20), pages 1-29, October.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:20:p:5832-:d:278647
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    References listed on IDEAS

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    12. Luis Miguel Moctezuma Teresa & José Luis Aparicio López & Columba Rodríguez Alviso & Herlinda Gervacio Jiménez & Rosa María Brito Carmona, 2022. "Environmental Competencies for Sustainability: A Training Experience with High School Teachers in a Rural Community," Sustainability, MDPI, vol. 14(9), pages 1-17, April.
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    14. Míriam Hernández-Barco & Jesús Sánchez-Martín & José Blanco-Salas & Trinidad Ruiz-Téllez, 2020. "Teaching Down to Earth —Service-Learning Methodology for Science Education and Sustainability at the University Level: A Practical Approach," Sustainability, MDPI, vol. 12(2), pages 1-23, January.
    15. Fermín Sánchez-Carracedo & David López & Carme Martín & Eva Vidal & Jose Cabré & Joan Climent, 2020. "The Sustainability Matrix: A Tool for Integrating and Assessing Sustainability in the Bachelor and Master Theses of Engineering Degrees," Sustainability, MDPI, vol. 12(14), pages 1-24, July.
    16. Isabel Ortiz-Marcos & Valeria Breuker & Rocío Rodríguez-Rivero & Björn Kjellgren & Frédéric Dorel & Marco Toffolon & Diego Uribe & Virna Eccli, 2020. "A Framework of Global Competence for Engineers: The Need for a Sustainable World," Sustainability, MDPI, vol. 12(22), pages 1-25, November.
    17. Bogdan Fleaca & Elena Fleaca & Sanda Maiduc, 2023. "Framing Teaching for Sustainability in the Case of Business Engineering Education: Process-Centric Models and Good Practices," Sustainability, MDPI, vol. 15(3), pages 1-19, January.

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