| Autor: |
Vázquez-Villegas, Patricia, Geny Molina-Solis, Elsy, Alberto Mejía-Manzano, Luis, Romo-Molina, Javier, Membrillo-Hernández, Jorge |
| Předmět: |
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| Zdroj: |
International Journal of Engineering Pedagogy; 2024, Vol. 14 Issue 3, p4-21, 18p |
| Abstrakt: |
The United Nations 2030 plan establishes the incorporation of the Sustainable Development Goals (SDGs) as a multidisciplinary focus for training new specialized human resources. In engineering, the SDGs have been integrated into the curriculum as optional subjects. In this report, we present an investigation into implementing the SDGs in a Biomimicry and Sustainability course offered during the spring and fall semesters of 2022, with 194 students divided into six groups. Using challenge-based learning, students proposed utilizing wind or solar resources to generate electricity in a selected region. They were asked to conduct extensive research and precise engineering calculations to ensure the viability of their alternative energy sources. Additionally, each group had to select three or more SDGs that best aligned with their proposal, justifying their choices. The evaluation of the reports was based on rubrics and checklists that assessed the integrity of their argumentation and the adequacy of the report components. Most students chose SDGs 7, 11, and 13. In an anonymous survey, students expressed that incorporating the SDGs into the assignment significantly enhanced the importance of their learning experience. We recommend that other educators follow suit and incorporate the SDGs into their students’ projects or proposals, irrespective of whether their institution has a sustainability plan, aiming to transform sustainability into a competency rather than a fixed concept. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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