Incorporation of the SDGs in the industrial engineering curriculum and its contribution to the institutional educational model
Bibliographic Data
| ID | 21720856 |
|---|---|
| Authors | Marjorie Morales-Casetti (0000-0003-0231-1497, Universidad de La Frontera Departamento de Ingeniería Industrial y de Sistemas, Facultad de Ingeniería y Ciencias, , Temuco), Martha Ramírez-Valdivia (Universidad de La Frontera Departamento de Ingeniería Industrial y de Sistemas, Facultad de Ingeniería y Ciencias, , Temuco), Martha T Ramírez Valdivia (0000-0003-2836-1986, Universidad de La Frontera) |
| Year | 2026 |
| Volume | 27 |
| Issue | 3 |
| Pages | 796-812 |
| Publication date | 2026-02-11 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Sustainability in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 1467-6370 • E-ISSN: 1758-6739 |
| Publisher | Emerald (PUBLISHER) |
| DOI | 10.1108/ijshe-04-2024-0265 |
| OpenAlex | W4408239776 |
| Language | EN |
| Citations received | 1 |
| References cited | 16 |
Purpose Quality education is both a fundamental objective and a powerful mechanism for advancing the Sustainable Development Goals (SDGs). Higher education institutions, in particular, play a vital role in fostering individuals who actively contribute to global sustainability. The purpose of this study is to propose a framework for embedding the SDGs into an Industrial Engineering curriculum, aligning it with the institutional educational model to achieve its overarching goals. Design/methodology/approach This study uses documentary analysis to review 32 courses from the Industrial Engineering curricula at the Universidad de La Frontera. The analysis identifies subjects that align with the learning outcomes of Education for Sustainable Development (ESD) and support the implementation of the university’s educational model. Findings The proposed framework integrates learning outcomes from eight SDGs across 17 courses within the Industrial Engineering curricula. The SDGs most closely aligned with the curricula are SDG 12, Responsible Consumption and Production, and SDG 8, Decent Work and Economic Growth. This alignment demonstrates the compatibility of ESD with the Universidad de La Frontera’s educational model, emphasizing the development of agents of change equipped to tackle global challenges. Originality/value This analysis highlights the potential of universities to advance ESD while meeting their strategic goals. This study introduces a methodological approach for integrating ESD into academic programs, contributing to the achievement of Goal 4.7 of the UN Agenda 2030 by adapting the curricula of a specific discipline using UNESCO guidelines
Curriculum · Curriculum development · Education for sustainable development · Engineering ethics · Environmental education · Environmental ethics · Mathematics education · Pedagogy · Political science · Sociology · Sustainability · Sustainable development · Engineering · Engineering Education and Curriculum Development · Higher Education and Sustainability · Psychology · Sustainability in Higher Education · Ecology
What does it mean to be engaged? The engagement of student engineers with sustainability
Changing the world one engineer at a time – unmaking the traditional engineering education when introducing sustainability subjects
Developing a method for incorporating sustainability into the strategic planning of higher education institutions
Exploring innovative strategies in problem based learning to contribute to sustainable development
Integration of sustainability in the curricula of public higher education institutions in Portugal
“Connect the circle” systems thinking tool for postgraduate sustainability education
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |