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The Role of Community-Engaged Learning in Engineering Education for Sustainable Development

Author

Listed:
  • Jamie Goggins

    (School of Engineering, College of Science and Engineering, University of Galway, H91 TK33 Galway, Ireland
    Informatics Research Unit for Sustainable Engineering (IRUSE), H91 TK33 Galway, Ireland
    MaREI Research Centre for Energy, Climate and Marine, Ryan Institute, University of Galway, H91 TK33 Galway, Ireland)

  • Magdalena Hajdukiewicz

    (School of Engineering, College of Science and Engineering, University of Galway, H91 TK33 Galway, Ireland
    Informatics Research Unit for Sustainable Engineering (IRUSE), H91 TK33 Galway, Ireland
    MaREI Research Centre for Energy, Climate and Marine, Ryan Institute, University of Galway, H91 TK33 Galway, Ireland)

Abstract

This paper presents the positive experience of facilitating over 300 community-engaged engineering projects at an Irish higher-education institution. The projects are framed by a research orientation, a commitment to civic engagement, and building university–community partnerships, city–university partnerships, and partnerships with other official agencies, so that community users can provide real learning problems and contexts for students and researchers and benefit from the results. The paper highlights how well the outlined approach fits with the ideas of engaged scholarship and civic professionalism, and facilitates sustainable development. Students recognise the long-term value of engaging with community partners, understanding their future role in the community as engineers, reinforcing the idea that their work can respond directly to real needs in the community, while promoting the sustainability agenda at the same time. The approach presented in this study will not only enable the development of future models for embedding sustainability in engineering programs, but will also equip future engineers with transferable skills to ensure that sustainable development goes beyond university courses and is practiced every day.

Suggested Citation

  • Jamie Goggins & Magdalena Hajdukiewicz, 2022. "The Role of Community-Engaged Learning in Engineering Education for Sustainable Development," Sustainability, MDPI, vol. 14(13), pages 1-17, July.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:8208-:d:856277
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    References listed on IDEAS

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    1. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
    2. Monika Sady & Agnieszka Żak & Karolina Rzepka, 2019. "The Role of Universities in Sustainability-Oriented Competencies Development: Insights from an Empirical Study on Polish Universities," Administrative Sciences, MDPI, vol. 9(3), pages 1-20, August.
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    Cited by:

    1. Pilar Aramburuzabala & Rosario Cerrillo, 2023. "Service-Learning as an Approach to Educating for Sustainable Development," Sustainability, MDPI, vol. 15(14), pages 1-13, July.
    2. Shuyu Qi & Danning Huang & Qiutong Ma & Mi Zhou, 2023. "Factors Influencing Sustainable Development Literacy among Engineering Undergraduates in China: Based on the College Impact Model," IJERPH, MDPI, vol. 20(2), pages 1-19, January.
    3. 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.

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