Resultats

Tipus de publicació: Actes de congrés (Conference Proceedings)

Congrés: 12th International Conference on Engineering Education for Sustainable Development (EESD2025)

Data i lloc: 15–18 de juny de 2025, King's College London, Regne Unit.

DOI: https://doi.org/10.71779/751

Enhancing Sustainability Normative and Ethical Competences in Engineering Education: Insights from a Needs Analysis Systematic Literature Review

Engineering graduates need more than technical expertise to address today's sustainability challenges. They must also be able to critically assess sustainability principles, navigate ethical dilemmas, and consider the long-term societal and environmental impacts of their decisions.

This paper presents preliminary findings from a systematic literature review conducted within the TL-SEEDS project, following the PRISMA 2020 reporting framework. The review examines how sustainability normative and ethical competences are understood and addressed in engineering higher education.

The findings identify persistent gaps between the recognition of these competences and their integration into engineering curricula. They highlight the importance of strengthening students' critical reflection, moral reasoning, empathy, and ability to navigate conflicting stakeholder interests.

These insights inform the development of transformative learning approaches aimed at preparing future engineers to make responsible decisions and contribute to more just and sustainable transitions.

Llegir l’article complet

Transformative learning for sustainability and ethics in STEAM higher education: A systematic review of best practices

Transformative learning can play a crucial role in preparing university students to address complex sustainability challenges. However, cognitive biases, such as confirmation bias, may limit students' ability to critically reflect on their assumptions and integrate sustainability and ethical perspectives into their decisions.

This paper presents a systematic literature review conducted within the TL-SEEDS project, examining transformative learning practices in higher education, with particular attention to technological disciplines. The review explores the relationships between transformative learning, cognitive biases, and emotional wellbeing.

The findings highlight the importance of fostering student agency, interdisciplinary collaboration, and engagement with real-world sustainability challenges. They also emphasize the need to create learning environments that support emotional engagement and critical reflection.

These insights provide a foundation for developing transformative educational approaches that help students question established assumptions, navigate complex challenges, and strengthen their capacity to contribute to sustainable change.

Llegir l'article complet