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Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda

Author

Listed:
  • Susana Romero

    (Faculty of Engineering, University of Deusto, 48007 Bilbao, Spain)

  • Marian Aláez

    (Faculty of Law, University of Deusto, 48007 Bilbao, Spain)

  • Daniel Amo

    (Engineering Department, Group of Research GRETEL. La Salle, Ramon Llull University, 08022 Barcelona, Spain)

  • David Fonseca

    (Architecture Department, Group of Research GRETEL. La Salle, Ramon Llull University, 08022 Barcelona, Spain)

Abstract

At the UN Summit in New York 2015 it was agreed that a sustainable development of the planet is essential to strengthen universal peace in a broader capacity. On that basis, a call was made to all nations to achieve this through the 2030 Agenda. The issue is a complex one, as is evident from its 17 Sustainable Development Goals (SDGs) and their interwoven interaction. Engineering plays a leading role in achieving the great majority of the SDGs. For this reason, engineering education should focus its efforts on training engineers to be active agents of sustainability in the world. Our research question is, in fact, how the engineering higher education institutions around the world are deploying the 2030 Agenda. To answer it, we carried out a systematic review of the literature regarding SDGs and engineering schools in the Scopus and Web of Science (WOS) databases. We applied PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) methodology and, as a result, 22 papers were thoroughly studied. The results showed a consensus on the need for collaboration among the different stakeholders to achieve the desired degree profile of responsible engineers. Proposals to ensure this are diverse. They range from changes in curricula and competencies to a variety of teaching–learning strategies. Finally, future lines of research are identified from this study.

Suggested Citation

  • Susana Romero & Marian Aláez & Daniel Amo & David Fonseca, 2020. "Systematic Review of How Engineering Schools around the World Are Deploying the 2030 Agenda," Sustainability, MDPI, vol. 12(12), pages 1-22, June.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:12:p:5035-:d:373816
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    References listed on IDEAS

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    1. Lubna Rashid, 2019. "Entrepreneurship Education and Sustainable Development Goals: A literature Review and a Closer Look at Fragile States and Technology-Enabled Approaches," Sustainability, MDPI, vol. 11(19), pages 1-23, September.
    2. Bárbara Crespo & Carla Míguez-Álvarez & María Elena Arce & Miguel Cuevas & José Luis Míguez, 2017. "The Sustainable Development Goals: An Experience on Higher Education," Sustainability, MDPI, vol. 9(8), pages 1-15, August.
    3. D. Abbott & S. Chipika & G. Wilson, 2020. "The Potential Of Problem‐Based Learning To Enhance Engineering Education In African Universities," Journal of International Development, John Wiley & Sons, Ltd., vol. 32(1), pages 44-61, January.
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    Cited by:

    1. David Kongpiwatana Narong & Philip Hallinger, 2024. "Traversing the Evolution of Research on Engineering Education for Sustainability: A Bibliometric Review (1991–2022)," Sustainability, MDPI, vol. 16(2), pages 1-18, January.
    2. Francisco A. Pujol & David Tomás, 2020. "Introducing Sustainability in a Robotic Engineering Degree: A Case Study," Sustainability, MDPI, vol. 12(14), pages 1-24, July.
    3. Leire Guerenabarrena-Cortazar & Jon Olaskoaga-Larrauri & Ernesto Cilleruelo-Carrasco, 2021. "Integration of Sustainability in Engineering and Architectural Studies in Spanish Universities," Sustainability, MDPI, vol. 13(14), pages 1-14, July.
    4. Kamyar Raoufi & Karl R. Haapala, 2024. "A Case Study on the Operational Performance Evaluation of a Manufacturing Process and System (MaPS) Sustainability Analysis Tool for Engineering Education," Sustainability, MDPI, vol. 16(14), pages 1-20, July.
    5. Carlos Cacciuttolo & Yaneth Vásquez & Deyvis Cano & Fernando Valenzuela, 2023. "Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm," Sustainability, MDPI, vol. 15(14), pages 1-27, July.
    6. Julie Milovanovic & Tripp Shealy & Andrew Katz, 2021. "Higher Perceived Design Thinking Traits and Active Learning in Design Courses Motivate Engineering Students to Tackle Energy Sustainability in Their Careers," Sustainability, MDPI, vol. 13(22), pages 1-14, November.
    7. Mantoura Nakad & Linda Gardelle & Rami J. Abboud, 2024. "A Systematic Review of the Different Methods Assessing Sustainability Integration in Engineering Curricula," Sustainability, MDPI, vol. 16(11), pages 1-24, May.

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