Special Issue "Sustainable Engineering Education"

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

Deadline for manuscript submissions: closed (31 March 2021).

Special Issue Editors

Dr. Gonzalo Fernández-Sánchez
E-Mail Website
Guest Editor
Infrastructure and Environmental Area, EMT, 28007 Madrid, Spain
Interests: sustainability; urban mobility; project management; civil engineering
Special Issues and Collections in MDPI journals
Dr. Olga Bernaldo
E-Mail Website
Guest Editor
Department of Civil Engineering. European University of Madrid, 28670, Villaviciosa de Odón. Spain
Interests: education for sustainable development; development cooperation; higher education institutions; competencies for sustainable development; international learning service

Special Issue Information

Dear Colleagues,

The wide scope of engineering encompasses the importance of working in line with sustainable development. The multiple applications of engineering and the service it offers to society cannot be broken down from a sustainable vision. To achieve this challenge, future engineers who are currently being trained in higher education institutions must acquire the knowledge and skills that enable them to adapt to these new requirements, breaking with the traditional vision of engineering education, and to focus on a sustainability approach where technological innovation, social progress, and environmental impacts locally and globally come together to develop new projects, products, and services which are friendlier to the environment. Sustainability in Engineering Education is essential for future engineers to become catalysts of change towards a more sustainable society.

Dr. Gonzalo Fernandez Sanchez
Dr. Olga Bernaldo
Guest Editors

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 papers will be 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 1900 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

  • sustainable engineering
  • education for sustainable development
  • higher education institutions
  • competencies for sustainable development
  • international learning service

Published Papers (2 papers)

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Research

Article
Assessing the Static and Dynamic Efficiency of Scientific Research of HEIs China: Three Stage DEA–Malmquist Index Approach
Sustainability 2021, 13(15), 8207; https://doi.org/10.3390/su13158207 - 22 Jul 2021
Viewed by 282
Abstract
Higher education institutions (HEIs) are the key to the economic and social development of a country. However, the recent advancements of higher education institutions’ universities in China have become a pivotal factor contributing to their swift growth. Considering the impact of the external [...] Read more.
Higher education institutions (HEIs) are the key to the economic and social development of a country. However, the recent advancements of higher education institutions’ universities in China have become a pivotal factor contributing to their swift growth. Considering the impact of the external environment, applying a three-stage data-envelopment analysis (DEA) and the Malmquist index method, we evaluated the static and dynamic efficiency of input–output data of scientific research produced by universities directly under the Ministry of Education in the period of 2010 to 2017. Results showed that the three stage DEA model is more accurate than the traditional DEA method for measuring the efficiency of scientific research input and universities’ output. The overall efficiency of universities’ scientific research activities increased at an average annual rate of 3.7% from 2010 to 2017. Further analysis showed that the optimization of the scale was the primary internal factor able to promote the efficiency of scientific research in universities. Technological progress slightly diminishes the efficiency of scientific research in universities, which should, therefore, take measures to improve pure technical efficiency to enlarge the scale of their scientific research according to the characteristics of scientific research efficiency. Such steps will strengthen internal motivation towards scientific research efficiency in universities. Full article
(This article belongs to the Special Issue Sustainable Engineering Education)
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Article
Neuro-Competence Approach for Sustainable Engineering
Sustainability 2021, 13(8), 4389; https://doi.org/10.3390/su13084389 - 15 Apr 2021
Viewed by 555
Abstract
Manufacturing systems under Industry 4.0, and their transition towards Industry 5.0, take into account the Quintuple Helix innovation model, associated with the sustainable development goals (SDGs) set by the UN and Horizon 2030, in which companies focus on operational efficiency in terms of [...] Read more.
Manufacturing systems under Industry 4.0, and their transition towards Industry 5.0, take into account the Quintuple Helix innovation model, associated with the sustainable development goals (SDGs) set by the UN and Horizon 2030, in which companies focus on operational efficiency in terms of the use and minimisation of resources for the protection of the environment. In this respect, the implementation of the circular economy model, which requires engineers to acquire appropriate competencies, enabling companies to establish this model at the manufacturing level. Moreover, competence has always been a priority for both the professional and the company. In this sense, connectivism has been called a learning theory for the digital era; this is the reason why a review of the state-of-the-art developments of this paradigm focused on engineering has been carried out. In this sense, the potential of the digital transformation in instruction to formulate an engineering model based on neuro-competences is of great interest, taking the connectivist paradigm as a methodological axis. To this end, a first bibliometric analysis has been carried out to identify the drivers on which to base the design of the neuro-competencies of the instructional engineering environment and the trend towards curriculum development under dual training models. The bibliographical research carried out on the connectivist paradigm has served to identify the trends followed to date in education within the subject area of engineering. These trends have not fully taken into account the leading role of the human factor within the socio-technical cyber-physical systems of sustainable manufacturing (SCSSM). The focus was more on the technology than on the adaptation of the uniqueness of the human factor and the tasks entrusted to him, which entails an additional complexity that needs to be addressed in both academic and professional contexts. In light of the foregoing, an improvement to the acquisition and management of competencies has been proposed to the academic, professional and dual engineering contexts. It is based on the transversal inclusion of the concept of neuro-competence applied to the competence engineering (CE) model, transforming it into the neuro-competence engineering (NCE) model. The foregoing provides a better match between the characteristics of the human factor and the uniqueness of the tasks performed by the engineer, incorporating activity theory (AT), the law of variety required (LVR), the connectivist paradigm and neuroscience as a transversal driver of innovation through fractality. This proposal enables a ubiquitous and sustainable learning model throughout the entire academic and professional life cycle of the engineer, placing it sustainably at the heart of the instructional and professional cyber-physical socio-technical system, thus complying with the SDGs set by the UN and Horizon 2030. Full article
(This article belongs to the Special Issue Sustainable Engineering Education)
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