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A Case Study on Emerging Learning Pathways in SDG-Focused Engineering Studies through Applying CBL

Author

Listed:
  • Daina Gudonienė

    (Faculty of Informatics, Kaunas University of Technology, Studentų St. 50, LT-51368 Kaunas, Lithuania)

  • Agnė Paulauskaitė-Tarasevičienė

    (Faculty of Informatics, Kaunas University of Technology, Studentų St. 50, LT-51368 Kaunas, Lithuania)

  • Asta Daunorienė

    (EDU_Lab, Kaunas University of Technology, K. Donelaičio St. 73, LT-44249 Kaunas, Lithuania
    School of Economics and Business, Gedimino St. 50-319, LT-44239 Kaunas, Lithuania)

  • Vilma Sukackė

    (Faculty of Social Sciences, Kaunas University of Technology, Arts and Humanities, A. Mickevičiaus St. 37, LT-44244 Kaunas, Lithuania
    The study has been conducted within the ECIU University, which is European university where learners and researchers cooperate with cities and businesses to solve real-life challenges. The ECIU University is an EU-funded initiative of 12 European universities www.eciu.org .)

Abstract

Recently, a growing number of Higher Education institutions have started to implement challenge-based learning (CBL) in study processes. However, despite the growing Higher Education attention to challenge-based learning, research on the method, especially in Engineering education, has not been extensively conducted and made publicly available to the community of researchers and teaching practitioners. To bridge this gap, this paper provides a case analysis of implementing challenge-based learning in a Master’s degree program for engineering students, aiming to highlight the main aspects of combining challenge-based learning and Sustainable Development Goal 11 (SDG 11), namely sustainable cities and communities. The findings are consistent with previous CBL studies revealing positive benefits of implementing the method; however, the paper adds novelty by showcasing the learning pathways that emerge to learners and teachers when CBL is implemented in an SDG-11-focused course.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8495-:d:604392
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    References listed on IDEAS

    as
    1. Editorial, 2020. "Covid-19 and Climate Change," Journal, Review of Agrarian Studies, vol. 10(1), pages 5-6, January-J.
    2. Giulia Sonetti & Martin Brown & Emanuele Naboni, 2019. "About the Triggering of UN Sustainable Development Goals and Regenerative Sustainability in Higher Education," Sustainability, MDPI, vol. 11(1), pages 1-17, January.
    3. May Portuguez Castro & Marcela Georgina Gómez Zermeño, 2020. "Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education," Sustainability, MDPI, vol. 12(10), pages 1-15, May.
    4. 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.
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