Abstract
Education for sustainable development (ESD) is one of the great challenges that university faculties have to face. Therefore, a multidisciplinary team from the faculty of Engineering of Gipuzkoa (EIG) at the University of the Basque Country (UPV/EHU) has developed pedagogical approaches to apply in construction degrees, namely Civil Engineering and Technical Architecture. Pedagogical tools, such as problem-based learning (PBL) or research-based learning (RBL), and environmental tools, such as the life cycle assessment (LCA) and computational thinking (CT), have been used; in doing so, they acquire a sustainable approach to work “soft-skills” competencies into sustainability. For example, research-based tools have helped to revalorize waste both outside and inside the university; they have contributed to more sustainable industrial processes, collaborative research projects, and participation in conferences and scientific publications. Based on academic results, the designed tools are appropriate for teaching in Technical Architecture and Civil Engineering degrees; however, to demonstrate their potential in terms of sustainable education, holistic rubrics based on in-depth quantitative educational research are required. Thus, to analyze the ability of the students to incorporate sustainability principles in their work, the multidisciplinary team presenting this paper plans to collaborate with psychologists and sociologists within the framework of the Bizia-Lab program of the UPV/EHU.
Highlights
Introduction published maps and institutional affilIt was in 1997 in Thessaloniki, at an International Conference organized by UNESCO, when the term “sustainability” for education started to be used [1]
Some of possibility of using the Whiteboard tool to develop them are widely used tools implemented in many universities, suchdiagrams; as problem-based learning (PBL) and research-based learning (RBL); an
As a universal call to action the use ofNations different pedagogical. Those to developed for use in engineering and construction degrees have been set out
Summary
It was in 1997 in Thessaloniki, at an International Conference organized by UNESCO, when the term “sustainability” for education started to be used [1]. Education for sustainable development (ESD) was endorsed by UNESCO’s 37th General Conference in November 2013 and was launched at the UNESCO World Conference on ESD in November. As university is a subsystem of society, oriented by its needs, values, and norms, a slow and laborious process was foreseen. The university has had to reinterpret and transform reality creatively while facing social, economic, and environmental challenges. In this crisis, the real value of professions iations
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