Abstract
This paper describes a group activity concerning the topic of climate change, designed to introduce the concepts of sustainable development into a Robotic Engineering degree. The purpose of this activity was to make students reflect about the impact of their work on the planet as future engineers by asking them to design an environmentally friendly robot that also integrated social and economic aspects, covering the three dimensions of sustainability in this way. Students were surveyed in order to study different aspects of their commitment, attitudes, practices, and motivation towards sustainability. In addition to the overall analysis of the survey, three specific studies were carried out with the aim of comparing the responses of different population groups: (i) Students who completed the proposed assignment and students who did not, (ii) female and male students, and (iii) roles played in the assignment. The results of the analysis revealed the high commitment of the students with respect to sustainability, but also a lack of active participation and awareness of their impact as future engineers. The activity was not only a way to introduce sustainability concepts, but in many cases, it also became a motivation for the participants, especially for the female students.
Highlights
Engineers are critical for achieving many of the 17 Sustainable Development Goals (SDGs) defined in the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015
This paper describes an Education for sustainable development (ESD) experience carried out to introduce the concepts of sustainable development in engineering education
ESD is a critical enabler for sustainable development, helping individuals to better understand the impact of their lifestyle
Summary
Engineers are critical for achieving many of the 17 Sustainable Development Goals (SDGs) defined in the 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015 (https://www.un.org/sustainabledevelopment/, accessed on 10 July 2020). Engineers are crucial for sustainable economic development (Goal 8), since they support the growth of required infrastructures, such as roads, waste management, and digital networks in both developed and developing countries. For these reasons, engineering education should focus its efforts on training engineers to be active agents of sustainability in the world [1]. Education for sustainable development (ESD) is one of the specific targets of SDG 4 (quality education), which is recognized as a critical enabler for sustainable development. ESD helps individuals to better understand the impacts, both environmental and social, of their lifestyle choices [2]
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