Sustainability Matters
The purpose of this study was to identify patterns of change in students’ awareness of, interest in and engagement with sustainability issues during the process of acclimatisation to their PBL engineering studies, and to look for differences between engineering disciplines with respect to these asp...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Aalborg University Open Publishing
2023-05-01
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| Series: | Journal of Problem Based Learning in Higher Education |
| Online Access: | https://130.225.53.24/index.php/pbl/article/view/7374 |
| _version_ | 1797226137669074944 |
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| author | Virginie Servant-Miklos Jette E. Holgaard Anette Kolmos |
| author_facet | Virginie Servant-Miklos Jette E. Holgaard Anette Kolmos |
| author_sort | Virginie Servant-Miklos |
| collection | DOAJ |
| description |
The purpose of this study was to identify patterns of change in students’ awareness of, interest in and engagement with sustainability issues during the process of acclimatisation to their PBL engineering studies, and to look for differences between engineering disciplines with respect to these aspects. This study used a longitudinal qualitative approach with a theory-led thematic analysis. There were 16 participants in total, interviewed at 3 intervals during a period of 18 months at a faculty of engineering in Denmark. The authors found a pattern of increase in sustainability awareness, interest, and engagement throughout the three semesters of the study. Some differences between engineering disciplines were visible, especially between sustainability-oriented engineering and the others. Most students who increased their sustainability awareness and interest were also likely to engage further with the topic. That engagement built up from individual engagement, to professional engagement and for some, into institutional and public sphere engagement. The findings are timely given the pressure faced by engineering education to incorporate sustainability issues. It provides avenues for educating engineering graduates who will display interest, awareness, and engagement with sustainability issues. It suggests institutional engagement as a potential avenue to explore for engineering educators.
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| first_indexed | 2024-03-12T02:08:54Z |
| format | Article |
| id | doaj.art-203d8a413aab41b38f4c1bcf60bcfcfd |
| institution | Directory Open Access Journal |
| issn | 2246-0918 |
| language | English |
| last_indexed | 2024-04-24T14:20:08Z |
| publishDate | 2023-05-01 |
| publisher | Aalborg University Open Publishing |
| record_format | Article |
| series | Journal of Problem Based Learning in Higher Education |
| spelling | doaj.art-203d8a413aab41b38f4c1bcf60bcfcfd2024-04-03T07:07:49ZengAalborg University Open PublishingJournal of Problem Based Learning in Higher Education2246-09182023-05-0111110.54337/ojs.jpblhe.v11i1.7374Sustainability MattersVirginie Servant-Miklos0Jette E. Holgaard1Anette Kolmos2Erasmus University RotterdamAalborg UniversityAalborg University The purpose of this study was to identify patterns of change in students’ awareness of, interest in and engagement with sustainability issues during the process of acclimatisation to their PBL engineering studies, and to look for differences between engineering disciplines with respect to these aspects. This study used a longitudinal qualitative approach with a theory-led thematic analysis. There were 16 participants in total, interviewed at 3 intervals during a period of 18 months at a faculty of engineering in Denmark. The authors found a pattern of increase in sustainability awareness, interest, and engagement throughout the three semesters of the study. Some differences between engineering disciplines were visible, especially between sustainability-oriented engineering and the others. Most students who increased their sustainability awareness and interest were also likely to engage further with the topic. That engagement built up from individual engagement, to professional engagement and for some, into institutional and public sphere engagement. The findings are timely given the pressure faced by engineering education to incorporate sustainability issues. It provides avenues for educating engineering graduates who will display interest, awareness, and engagement with sustainability issues. It suggests institutional engagement as a potential avenue to explore for engineering educators. https://130.225.53.24/index.php/pbl/article/view/7374 |
| spellingShingle | Virginie Servant-Miklos Jette E. Holgaard Anette Kolmos Sustainability Matters Journal of Problem Based Learning in Higher Education |
| title | Sustainability Matters |
| title_full | Sustainability Matters |
| title_fullStr | Sustainability Matters |
| title_full_unstemmed | Sustainability Matters |
| title_short | Sustainability Matters |
| title_sort | sustainability matters |
| url | https://130.225.53.24/index.php/pbl/article/view/7374 |
| work_keys_str_mv | AT virginieservantmiklos sustainabilitymatters AT jetteeholgaard sustainabilitymatters AT anettekolmos sustainabilitymatters |