Pedagogical Approaches for Sustainable Development in Building in Higher Education

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...

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Bibliographic Details
Published in:Sustainability 2021-09, Vol.13 (18), p.10203
Main Authors: Martín-Garin, Alexander, Millán-García, José Antonio, Leon, Iñigo, Oregi, Xabat, Estevez, Julian, Marieta, Cristina
Format: Article
Language:English
Subjects:
Building construction
Civil engineering
Classrooms
Cognition & reasoning
Collaboration
Colleges & universities
Computer applications
Construction
Dissertations & theses
Education
Educational research
Environmental education
Multidisciplinary teams
Pedagogy
Problem based learning
Professions
R&D
Research & development
Research projects
Scientific papers
Society
STEM education
Students
Success
Sustainability
Sustainable development
Teaching methods
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Summary: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.
ISSN:2071-1050
2071-1050
DOI:10.3390/su131810203