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Teaching for Quality Learning of Sustainable Development Goals in Engineering...
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Teaching for Quality Learning of Sustainable Development Goals in Engineering Education

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 8403

Special Issue Editor

Prof. Dr. Faris Tarlochan

E-Mail Website
Guest Editor
1. Department of Mechanical and Industrial Engineering, College of Engineering, Qatar University, Doha 2713, Qatar
2. Technology Innovation and Engineering Education (TIEE), College of Engineering, Qatar University, Doha 2713, Qatar
Interests: engineering education; student centered learning; problem based learing; design for X

Special Issue Information

Dear Colleagues,

This Special Issue aims to publish high-quality research papers on engineering education related to the field of the Sustainable Development Goals (SDGs). Due to high urbanization and rapid climate changes, there is a need for engineers to better engineer products and services through smart consumption and management of resources. Engineers have a huge responsibility to ensure a better and more sustainable future for all.

Sustainability education in engineering provides teaching, learning, and practical experience in both formal and nonformal settings that helps engineering students to better comprehend the complexity of today’s world in the social, economic, and environment areas. The students need to understand how sustainable development affects creativity, innovation, and design outcomes. Education plays a crucial role in constructing sustainable societies and wellbeing.

The aim of this Special Issue is to showcase research and successful case studies focused on student-centered learning in promoting sustainable thinking in engineering students. In this Special Issue, original research articles and reviews are welcome. We welcome articles on pedagogies, case studies, outcome-based learning, problem-based learning, etc.

I look forward to receiving your contributions.

Prof. Dr. Faris Tarlochan
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • competencies in teaching/learning sustainable development
  • engineering education
  • Sustainable Development Goals
  • integrative learning in sustainability
  • student-centered learning
  • problem-based learning in sustainability education
  • sustainability education
  • Sustainable Development Goals in education
  • innovative pedagogies
  • design of curriculum

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Further information on MDPI's Special Issue policies can be found here.

Published Papers (3 papers)

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Research

46 pages, 2038 KiB  
Article
Analyzing Core Competencies and Correlation Paths of Emerging Engineering Talent in the Construction Industry—An Integrated ISM–MICMAC Approach
by Ping Zhang, Shuai-Ge Ma, Yue-Nan Zhao and Xin-Ying Cao
Sustainability 2023, 15(22), 16011; https://doi.org/10.3390/su152216011 - 16 Nov 2023
Cited by 2 | Viewed by 2320
Abstract
The structure of core competencies is the key to constructing the “Chinese Standards” of engineering education and cultivating quality emerging engineering talent. This article synthesized the research results of existing theoretical analyses and educational practices. In total, 11 core competencies of emerging engineering [...] Read more.
The structure of core competencies is the key to constructing the “Chinese Standards” of engineering education and cultivating quality emerging engineering talent. This article synthesized the research results of existing theoretical analyses and educational practices. In total, 11 core competencies of emerging engineering talent were extracted via a literature review and the Delphi method, of which the hierarchical relationships and correlation paths between the core competencies of emerging engineering talent were determined via the use of Interpretive Structural Modeling (ISM) and Matrice d’ Impacts Croisés Multiplication Appliqués à un Classement (MICMAC), where corresponding improvement strategies were eventually proposed. It was found that professional knowledge and engineering thinking, as independent factors, have the greatest impact on the core competencies of emerging engineering talent. Taking the lead in cultivating the core competencies, which are dependence factors, including entrepreneurial ability, lifelong learning ability, professional ethics, patriotism and collectivism, and intercultural competence, is more conducive to improving the quality of emerging engineering talent, enabling the cultivation of high-quality composite talent with strong engineering practical abilities, innovation abilities, and international competitiveness. The hierarchical relationships and correlation paths determined in this study provide theoretical support for developing scientific objectives for emerging engineering talent training, carrying out educational practice, and reducing the difficulty in application practices. The results of this research support the viewpoint that “professional foundation and practical ability” should be stressed. Limited by the disciplinary backgrounds of the authors, the compatibility between the core competencies’ framework of emerging engineering talent proposed in this article based on the construction industry and other industries still needs to be further explored. Full article
(This article belongs to the Special Issue Teaching for Quality Learning of Sustainable Development Goals in Engineering Education)
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18 pages, 3532 KiB  
Article
Back to the New Normal in Engineering Education towards Student-Centered Learning: Remote? In Person? Hybrid?
by Abdullatif A. AlMunifi and Mohammed S. Alfawzan
Sustainability 2023, 15(18), 13510; https://doi.org/10.3390/su151813510 - 9 Sep 2023
Cited by 3 | Viewed by 1536
Abstract
Academic institutions are back to normal, but what about students? What were the cultural and lifestyle changes and impacts due to the remote mode of learning? Classes in Saudi universities in the pre-pandemic time were predominantly 100% face to face. During the COVID-19 [...] Read more.
Academic institutions are back to normal, but what about students? What were the cultural and lifestyle changes and impacts due to the remote mode of learning? Classes in Saudi universities in the pre-pandemic time were predominantly 100% face to face. During the COVID-19 pandemic, the education sector moved to 100% online and then went through hybrid mode (a mixture of face to face and remote) until the return to the old normal, i.e., 100% in person. Students in the post-pandemic period are wondering “Why are we coming to campus? What is the value in this teaching and learning experience where we have to commute daily?” This research addresses students’ concerns and questions, and it addresses the following questions: to what extent do they prefer learning remotely? In person? Hybrid? Observations and discussions preceded the design of the research instruments. A questionnaire survey that consists of closed-ended and open-ended questions was distributed and received responses from 74 engineering students, at the Qassim University, who were in the last three semesters of their studies and who went through the three modes of learning. To complement the quantitative research and to achieve a better understanding of matters that were revealed through the survey, the results of the analysis were shared through three focus group sessions with students and faculty members. The findings from this mixed methods approach revealed that the hybrid mode of learning is gaining significant preference among students and partial support from the teaching staff. On the other hand, unfavorable perceptions were expressed towards both going back to the old normal or the transition to a completely remote mode of learning. Full article
(This article belongs to the Special Issue Teaching for Quality Learning of Sustainable Development Goals in Engineering Education)
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20 pages, 9572 KiB  
Article
Engineering Curriculum Reform Based on Outcome-Based Education and Five-Color Psychology Theory
by Ankui Hu, Xianhui Mao, Chenghua Fu, Mengkun Wu and Shuai Zhou
Sustainability 2023, 15(11), 8915; https://doi.org/10.3390/su15118915 - 1 Jun 2023
Cited by 8 | Viewed by 3595
Abstract
Innovation in curriculum design at the system level is crucial for nurturing students’ sustainability skills. This study focuses on the teaching reform of a hydraulic engineering construction and management course, taking a sustainable development perspective and achieving a harmonious integration of knowledge acquisition [...] Read more.
Innovation in curriculum design at the system level is crucial for nurturing students’ sustainability skills. This study focuses on the teaching reform of a hydraulic engineering construction and management course, taking a sustainable development perspective and achieving a harmonious integration of knowledge acquisition and skill development. A “One Center, Two Platforms, and Three Education” teaching model is devised, incorporating outcome-based education and five-color psychological theory. This model encompasses a student-centered approach, leveraging the Chaoxing platform and a virtual simulation experiment platform while addressing theoretical, practical, and ideological-political education. The study participants consisted of water and hydropower engineering students at the School of Energy and Power Engineering, Xihua University. This teaching model not only enhances students’ learning motivation but also elevates their academic performance. Moreover, the model has yielded notable improvements in students’ overall quality, independent learning abilities, and innovation aptitude. The effectiveness of this teaching model in engineering courses has garnered positive feedback from both graduates and employers, who acknowledge its contribution to enhancing teaching quality and promoting sustainable development in engineering education. Furthermore, this model can serve as a reference for enhancing college education and fostering students’ abilities and ethical standards. Full article
(This article belongs to the Special Issue Teaching for Quality Learning of Sustainable Development Goals in Engineering Education)
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