Learning by doing using the Life Cycle Assessment tool: LCA projects in collaboration with industries

• Published in: Education for chemical engineers 2024-07, Vol.48, p.44-52
• Main Authors: Rumayor, Marta, Margallo, María, Pinedo, Javier, Albo, Jonathan
• Format: Article
• Language: English
• Subjects: Chemical engineering; Competences and learning outcomes; Learning by Doing; Life cycle assessment; Sustainability
• ISSN: 1749-7728; 1749-7728
• DOI: 10.1016/j.ece.2024.05.002

Active learning, also called "learning by doing" (LbD), has resulted in positive learning outcomes in several higher education degrees. This paper describes an LbD experience within Chemical Engineering education aiming to enhance learning and transferable competencies using a Life Cycle Assessment course as a vehicle. This compulsory course belongs to the European Project Semester (EPS) program taught in the fourth year of the Chemical Engineering Degree at the University of Cantabria. From the beginning, the activity has targeted LCA practice with a strong emphasis on performance and its application as a decision-making tool in real case studies through close collaboration with regional companies. Working in partnership with industrial companies has favoured a win-win-win situation as students could apply knowledge as future LCA specialists. In contrast, companies gained valuable insights to improve their environmental performance, and lecturers enhanced their industrial networks. A public session carried out at the end of the activity created an enriching debate on subjects from a diversity of points of view (e.g., the selection of impact categories, the proposed improvements for environmental impact reduction, etc.). According to the lecturers, the competencies acquired by students through this LbD experience in life cycle assessment have notably evolved, demonstrating not only an enhanced understanding of environmental impacts across a product life cycle but also a significant improvement in critical thinking, team collaboration, and practical problem-solving skills, thereby bridging the gap between theoretical knowledge and its application in real-world scenarios. This is in line with the student’s perception that considered, such as "problem resolution", "capacity for analysing" and synthesis and "capacity for information" management. These are essential not only for future LCA practitioners but for chemical engineers. [Display omitted] •LbD has been positively applied in LCA course of Chemical Engineering Degree.•Students have applied LCA to real cases with the collaboration of industrial companies.•The proposed methodology has demonstrated overall learning strengths and challenges.•Connection with chemical industry has created an opportunity for students to apply learning.•Students have improved several skills such as decision-making and management.