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A Methodology to Analyze the Presence of Sustainability in Engineering Curricula. Case of Study: Ten Spanish Engineering Degree Curricula

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University Research Institute for Sustainability Science and Technology (IS.UPC), Universitat Politècnica de Catalunya–BarcelonaTech, Campus Nord, C/Jordi Girona 34, 08034 Barcelona, Spain
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Departmento de Didáctica, University of Cádiz, 11519 Cádiz, Spain
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Servicio de Protección Ambiental, University of Córdoba, 14014 Córdoba, Spain
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Facultad de Formación de Profesorado y Educación, Universidad Autónoma de Madrid, 28049 Madrid, Spain
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Author to whom correspondence should be addressed.
Sustainability 2019, 11(17), 4553; https://doi.org/10.3390/su11174553
Received: 6 August 2019 / Revised: 16 August 2019 / Accepted: 20 August 2019 / Published: 22 August 2019
(This article belongs to the Section Sustainable Education and Approaches)
This paper presents a methodology to analyze the sustainability presence level in the curriculum of an engineering degree. The methodology is applied to ten engineering degrees of the Spanish university system, taught in three different universities. The design used for the research is quantitative and correlational. The analytical instrument used is the engineering sustainability map, which contains the learning outcomes related to sustainability that are expected of engineering students upon completion of their studies. The methodology is used to analyze the curricula of the ten engineering degrees in order to identify what learning outcomes of the engineering sustainability map are developed in each degree. The results indicate that the sustainability competency least present in all the degrees is the “participation in community processes that promotes sustainability,” with an average presence of 23.3%, while the most present is the “application of ethical principles related to the values of sustainability in personal and professional behavior,” with an average presence of 76.6%. In general, learning outcomes related to sustainability have an average presence of 52.1%, so practically half of the cells in the ten engineering sustainability maps are not developed in the degrees under study. View Full-Text
Keywords: engineering education; sustainability in engineering degrees; sustainability competencies; engineering sustainability map; sustainability presence map; education for sustainable development; curriculum design; learning outcomes engineering education; sustainability in engineering degrees; sustainability competencies; engineering sustainability map; sustainability presence map; education for sustainable development; curriculum design; learning outcomes
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Sánchez-Carracedo, F.; Moreno-Pino, F.M.; Sureda, B.; Antúnez, M.; Gutiérrez, I. A Methodology to Analyze the Presence of Sustainability in Engineering Curricula. Case of Study: Ten Spanish Engineering Degree Curricula. Sustainability 2019, 11, 4553.

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