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Education for Sustainable Development in STEM (Technical Drawing): Learning Approach and Method for SDG 11 in Classrooms

Author

Listed:
  • Francisco Del Cerro Velázquez

    (Department of Electromagnetism and Electronics. Faculty of Chemistry, Campus of Espinardo, 5, 30100 Espinardo, Murcia, Spain)

  • Fernando Lozano Rivas

    (Department of Electromagnetism and Electronics. Faculty of Chemistry, Campus of Espinardo, 5, 30100 Espinardo, Murcia, Spain)

Abstract

Five years after proclamation of the Sustainable Development Goals promoted by the United Nations, Spain joined this process of transforming the world socially, economically, and environmentally. This research covers the route taken and results obtained during subsequent years in Spain and proposes, as a general objective, to observe whether it is feasible to work in the technical drawing classroom on an eco-urban project, following the learning approach and method proposed by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 2017 Education for Sustainable Development Goals: Learning objectives, in order to reinforce cognitive, socio-emotional, and behavioral objectives, as well as the key competences established in Sustainable Development Goal 11. The phases of the project were related to the learning objectives and key competences, the results of which were complemented by a questionnaire that provided information on the sustainable consciousness of the students after completing the project, and could serve as a starting point for future educational projects. We agree with other authors, and in particular with UNESCO, that implementation of this type of project in the classroom is a key learning method for SDG.

Suggested Citation

  • Francisco Del Cerro Velázquez & Fernando Lozano Rivas, 2020. "Education for Sustainable Development in STEM (Technical Drawing): Learning Approach and Method for SDG 11 in Classrooms," Sustainability, MDPI, vol. 12(7), pages 1-18, March.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:7:p:2706-:d:338850
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    References listed on IDEAS

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    1. Vasiliki Kioupi & Nikolaos Voulvoulis, 2019. "Education for Sustainable Development: A Systemic Framework for Connecting the SDGs to Educational Outcomes," Sustainability, MDPI, vol. 11(21), pages 1-18, November.
    2. Deidre Bauer & Julia Arnold & Kerstin Kremer, 2018. "Consumption-Intention Formation in Education for Sustainable Development: An Adapted Model Based on the Theory of Planned Behavior," Sustainability, MDPI, vol. 10(10), pages 1-13, September.
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    Cited by:

    1. Daina Gudonienė & Agnė Paulauskaitė-Tarasevičienė & Asta Daunorienė & Vilma Sukackė, 2021. "A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL," Sustainability, MDPI, vol. 13(15), pages 1-19, July.
    2. Annette Gough, 2021. "All STEM-Ed up: Gaps and Silences around Ecological Education in Australia," Sustainability, MDPI, vol. 13(7), pages 1-19, March.
    3. Ankui Hu & Xianhui Mao & Chenghua Fu & Mengkun Wu & Shuai Zhou, 2023. "Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory," Sustainability, MDPI, vol. 15(11), pages 1-20, June.
    4. Ji Zhang & Han Yuan & Da Zhang & Yan Li & Ning Mei, 2023. "International Engineering Education Accreditation for Sustainable Career Development: A Comparative Study of Ship Engineering Curricula between China and UK," Sustainability, MDPI, vol. 15(15), pages 1-19, August.
    5. Jamali, Seyedh Mahboobeh & Nader, Ale Ebrahim & Jamali, Fatemeh, 2021. "The Role of STEM Education in Improving the Quality of Education: A Bibliometric Study," MPRA Paper 114214, University Library of Munich, Germany, revised 02 May 2022.
    6. Arantza Rico & Elena Agirre-Basurko & Aritz Ruiz-González & Igone Palacios-Agundez & Daniel Zuazagoitia, 2021. "Integrating Mathematics and Science Teaching in the Context of Education for Sustainable Development: Design and Pilot Implementation of a Teaching-Learning Sequence about Air Quality with Pre-Service," Sustainability, MDPI, vol. 13(8), pages 1-21, April.

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