Sustainability

Research

16 pages, 1457 KiB

Open AccessArticle

Sustainable Civil Engineering: Incorporating Sustainable Development Goals in Higher Education Curricula

by Irantzu Álvarez, Paulo Etxeberria, Elisabete Alberdi, Heriberto Pérez-Acebo, Isabel Eguia and María José García

Sustainability 2021, 13(16), 8967; https://doi.org/10.3390/su13168967 - 11 Aug 2021

Cited by 15 | Viewed by 6743

Abstract

In the current climate emergency context, many national and international organizations have adopted measures to integrate sustainability and Sustainable Development Goals (SDGs) in all their fields of action. Within education, steps have been taken to incorporate the perspective of sustainability at all levels. [...] Read more.

In the current climate emergency context, many national and international organizations have adopted measures to integrate sustainability and Sustainable Development Goals (SDGs) in all their fields of action. Within education, steps have been taken to incorporate the perspective of sustainability at all levels. This process has also started at the university since it plays a fundamental role in the strategy for the implementation of specific policies to promote sustainability. However, sometimes it is difficult to include this type of knowledge in the curriculum, due to the lack of flexibility of the university structure or the lack of time to cover the syllabus. In this scenario, civil engineering plays a main role as a fundamental activity in the creation of services and infrastructures with a high environmental impact. The objective of this study is to show a multidisciplinary approach to working on sustainability in a transversal way in the civil engineering degree and to analyze the impact that this type of initiative can have from the learning point of view. The study shows a curricular trajectory supported by problem-based learning and project-based learning designed to promote sustainability in the practice of civil engineering. The good results obtained in the evaluation of the project and the growing incorporation of the SDGs in the final degree projects suggest that this methodology can be implemented by other university degrees. Full article

(This article belongs to the Special Issue Design Education for Sustainability)

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15 pages, 1208 KiB

Open AccessArticle

Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System

by Beineán Conway, Keelin Leahy and Muireann McMahon

Sustainability 2021, 13(16), 8711; https://doi.org/10.3390/su13168711 - 4 Aug 2021

Cited by 3 | Viewed by 2701

Abstract

Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings [...] Read more.

Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects. Full article

(This article belongs to the Special Issue Design Education for Sustainability)

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13 pages, 4043 KiB

Open AccessArticle

Teaching Sustainable Responsibility through Informal Undergraduate Design Education

by Louise R. Manfredi, Meriel Stokoe, Rebecca Kelly and Seyeon Lee

Sustainability 2021, 13(15), 8378; https://doi.org/10.3390/su13158378 - 27 Jul 2021

Cited by 6 | Viewed by 2699

Abstract

Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it [...] Read more.

Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way. Full article

(This article belongs to the Special Issue Design Education for Sustainability)

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29 pages, 7355 KiB

Open AccessArticle

A Pedagogical Approach to Incorporating the Concept of Sustainability into Design-to-Physical-Construction Teaching in Introductory Architectural Design Courses: A Case Study on a Bamboo Construction Project

by Xingwei Xiang, Qian Wu, Ye Zhang, Bifeng Zhu, Xiaoji Wang, Anping Wan, Tongle Huang and Luoke Hu

Sustainability 2021, 13(14), 7692; https://doi.org/10.3390/su13147692 - 9 Jul 2021

Cited by 5 | Viewed by 4105

Abstract

Sustainable architectural education is offered in colleges and universities all over the world. Studies have emphasized the importance of sustainable architectural education in introductory courses of architecture major programs, but methods and strategies for teaching sustainable architecture at lower levels are scarce. This [...] Read more.

Sustainable architectural education is offered in colleges and universities all over the world. Studies have emphasized the importance of sustainable architectural education in introductory courses of architecture major programs, but methods and strategies for teaching sustainable architecture at lower levels are scarce. This study focuses on the design-to-physical-construction process and creates a teaching framework that incorporates the concept of sustainable development from the perspectives of sustainable economy, environment and society. Based on the teaching method of learning through the design-to-physical-construction process and referring to the grounded theory, a case study on a bamboo construction project was conducted to explore approaches and strategies of sustainable architectural education in introductory courses. Results reveal that five systems, including the system of sustainable development, consist of a framework that illustrated the teaching effects. Based on the framework, we discovered five factors that should be considered in incorporating the concept of sustainable development into architectural design teaching, including the necessity of conducting sustainable architectural education in introductory courses. This study helps explore the potential role sustainability plays in incorporating interdisciplinary knowledge, connecting specialized knowledge across different program levels, and motivating student learning. It also provides a reference for the practice of sustainable architectural education. Full article

(This article belongs to the Special Issue Design Education for Sustainability)

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20 pages, 12883 KiB

Open AccessArticle

Development of the Animal Conservation Digital Learning Aids and Assessments through the Industry-University Collaborative Course

by Yu-Horng Chen

Sustainability 2021, 13(14), 7524; https://doi.org/10.3390/su13147524 - 6 Jul 2021

Cited by 2 | Viewed by 2035

Abstract

Due to the rapid changes caused by globalization and internationalization, this study focused on achieving Sustainable Development Goals (SDGs) 4 and 15 via specific digital learning materials—animal conservation apps—particularly designed for enlarging primary school pupils’ knowledge of biodiversity and conservation of natural habitats, [...] Read more.

Due to the rapid changes caused by globalization and internationalization, this study focused on achieving Sustainable Development Goals (SDGs) 4 and 15 via specific digital learning materials—animal conservation apps—particularly designed for enlarging primary school pupils’ knowledge of biodiversity and conservation of natural habitats, and promoting sustainable development and lifelong learning abilities. Through a collaboration with Taipei Zoo, this study recruited 37 undergraduates who took the Learning Design and Practice course to develop the digital learning-assisted materials, namely animal conservation apps and assessment tools that suited the digital learning materials. In the initiative stage of the course, the undergraduates were required to work as a team and to learn in a group by observing and experiencing the model apps provided in the class. The provided apps were developed in compliance with the ADDIE model. In the middle stage of the course, each team was asked to develop their team app and assessment tools following the ADDIE model. In the final stage, each team’s design results were evaluated based on the digital learning material scale and core competency test evaluation: art domain. The results show that the undergraduates were able to integrate the expertise they gained in the course to developing high-quality digital learning materials. According to the educational professionals’ evaluation, the assessment tools designed by the undergraduates scored high marks. Full article

(This article belongs to the Special Issue Design Education for Sustainability)

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15 pages, 1982 KiB

Open AccessFeature PaperArticle

Key Competencies for Design in a Circular Economy: Exploring Gaps in Design Knowledge and Skills for a Circular Economy

by Deborah Sumter, Jotte de Koning, Conny Bakker and Ruud Balkenende

Sustainability 2021, 13(2), 776; https://doi.org/10.3390/su13020776 - 14 Jan 2021

Cited by 46 | Viewed by 7318

Abstract

In a recent study, we identified seven key circular competencies for design: (1) Design for Multiple Use Cycles, (2) Design for Recovery, (3) Circular Impact Assessment, (4) Circular Business Models, (5) Circular User Engagement, (6) Circular Economy Collaboration, and (7) Circular Economy Communication. [...] Read more.

In a recent study, we identified seven key circular competencies for design: (1) Design for Multiple Use Cycles, (2) Design for Recovery, (3) Circular Impact Assessment, (4) Circular Business Models, (5) Circular User Engagement, (6) Circular Economy Collaboration, and (7) Circular Economy Communication. These were derived from small-scale studies with designers working in the Netherlands. We set out to assess to what extent this set of seven competencies is recognized by an international group of designers and to evaluate whether any competencies are missing. We used an online survey to collect data from 128 respondents from 25 countries working on circular economy projects. The survey results showed that respondents use and have expertise in all seven competencies and they stressed the practical importance of two new competencies: Circular Systems Thinking and Circular Materials and Manufacturing. The resulting set of nine key competencies is the first internationally verified, coherent set of key circular economy competencies for design. This set will strengthen the pedagogical base of design for a circular economy and will guide the development of circular design methodology. Full article

(This article belongs to the Special Issue Design Education for Sustainability)

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25 pages, 4671 KiB

Open AccessArticle

Teaching Multi-Criteria Decision Making Based on Sustainability Factors Applied to Road Projects

by Gabriela Paredes and Rodrigo F. Herrera

Sustainability 2020, 12(21), 8930; https://doi.org/10.3390/su12218930 - 27 Oct 2020

Cited by 12 | Viewed by 2983

Abstract

Currently, there is a need for civil engineering programs to train their students in subjects associated with sustainability. Additionally, civil engineers in their work must constantly make decisions, so their training is necessary. Therefore, the goal of this research is to present a [...] Read more.

Currently, there is a need for civil engineering programs to train their students in subjects associated with sustainability. Additionally, civil engineers in their work must constantly make decisions, so their training is necessary. Therefore, the goal of this research is to present a methodology for teaching multi-criteria decision-making methods in the context of civil engineering and road infrastructure projects using sustainable factors. To achieve the objective of this study, a decision-making simulation activity has been designed based on a five-step research process: (1) definition and contextualization of the case study; (2) design and planning of the simulation activity; (3) implementation of this activity; (4) evaluation of indicators; and (5) statistical analysis of metrics. The teaching methodology used is of a practical-theoretical type and allows for the step-by-step teaching of three multi-criteria decision making (MCDM) methods that, according to the literature review, are widely used in the architecture, engineering, and construction (AEC) industry. This teaching activity is intended for undergraduate students and professionals in the AEC industry who require a decision-making tool that promotes transparency in problem-solving and who have no knowledge of MCDM. The results obtained in this research show that the method perceived by the group of students with the least difficulty was the weighting rating and calculating (WRC), because of its previous familiarity and use in academic environments. It is recommended that MCDM methods be taught in semester courses to students in training so that they can develop a deep understanding of these tools and can demonstrate their usefulness for decision making where there are many variables to consider, where there are many decision-makers, and for the incorporation of sustainable factors for project evaluation. Full article

(This article belongs to the Special Issue Design Education for Sustainability)

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19 pages, 5922 KiB

Open AccessArticle

Integration of Environmental Sustainability Issues into the “Game Design Theory and Practice” Design Course

by Hsiu Ching Laura Hsieh

Sustainability 2020, 12(16), 6334; https://doi.org/10.3390/su12166334 - 6 Aug 2020

Cited by 5 | Viewed by 3985

Abstract

International and Taiwanese research has suggested that education for sustainable development (ESD) requires interdisciplinary research and teaching. There is a lack of sustainable art and design courses in the field of humanities. We have learned that design students have neither a concern for [...] Read more.

International and Taiwanese research has suggested that education for sustainable development (ESD) requires interdisciplinary research and teaching. There is a lack of sustainable art and design courses in the field of humanities. We have learned that design students have neither a concern for the surrounding environment nor the ability to resolve social issues when teaching design. This study is intended to integrate sustainable development issues into design courses and apply design to resolve issues so that students can develop the ability to think creatively and solve environmental sustainability issues. This study aimed to examine the effectiveness of integrating sustainable development issues into “Game Design Theory and Practice” design course and to construct a model of “design course on environmental sustainability.” This study applied the action research method and incorporated the PBL (problem-based learning) and ADDIE (analysis, design, development, implementation, evaluation) modes. Ultimately, based on the results of course planning and implementation, we proposed the model of “design course on environmental sustainability,” with priorities given to: (1) The introduction of environmental sustainability issues; (2) the introduction of design methods by teachers; (3) the promotion of students’ participation in design thinking and discussion; (4) students’ adjustments to the design according to players’ feedback; and (5) interaction and communication between different characters. The results demonstrated that the integration of sustainable development issues into the planning and implementation of the “Game Design Theory and Practice” design course had positive effects. Game design could be used as a method and tool to encourage students and players to assume sustainable citizenship and to generate a concern for sustainable development in interesting game contexts. These findings can contribute to the future development of design education at colleges and universities. Full article

(This article belongs to the Special Issue Design Education for Sustainability)

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