Applied engineering education for soft skills in the context of sustainability and mobility
Bibliographic Data
| ID | 21721126 |
|---|---|
| Authors | Joakim Tell (0000-0002-7139-7338, Halmstad University, corresponding author), Maya Hoveskog (0000-0002-5849-1442, Halmstad University) |
| Year | 2022 |
| Volume | 23 |
| Issue | 8 |
| Pages | 324-336 |
| Publication date | 2022-12-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| 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-07-2022-0202 |
| OpenAlex | W4311168061 |
| Language | EN |
| Citations received | 7 |
| References cited | 29 |
Purpose The purpose of this paper is to address the need to rethink the traditional approach to education in the university engineering curriculum. The paper examines two engineering projects led by university students in Sweden: the design and construction of a solar-powered car taking part in the Bridgestone World Solar Challenge and the creation of a business model for the ownership phase of an electric car together with Polestar. Design/methodology/approach An extensive literature review was conducted. Students were interviewed and surveyed on their impressions of their learning experience in the two projects and student logbooks reviewed. Problem-based learning (PBL), the Conceiving, Designing, Implementing and Operating approach and the ABCD procedure are used. Results are compared to theories from the literature. Findings PBL in real-world settings can increase engineering students’ technical knowledge and improve their technical skills as they solve complex problems or propose solutions to such problems. Such projects also strengthen students’ commitment, self-confidence and self-esteem as well as promote co-operation and creativity. These are soft skills largely absent from traditional engineering education. Practical implications Innovative, student-led learning in the applied engineering curriculum can foster students’ soft skills in ways that teacher-led, lecture-style learning does not. Originality/value This research offers a timely perspective on an issue of current interest in engineering education: student-led learning versus teacher-led learning. The paper also provides two illustrative student-led projects that focus on sustainability and mobility
Creativity · Curriculum · Engineering education · Engineering ethics · Engineering management · Mathematics education · Originality · Pedagogy · Project-Based Learning · Sociology · Soft skills · Sustainability · Biomedical and Engineering Education · Engineering · Engineering Education and Curriculum Development · Problem and Project Based Learning · Psychology
Engineering students’ agency for sustainability in a PBL context
Sustainability-oriented teaching in vocational higher education
Integrating sustainability into chemical engineering Education
A Methodology to Introduce Sustainable Development Goals in Engineering Degrees by Means of Multidisciplinary Projects
Problem-based learning for the development of sustainable attitudes and knowledge in engineering students
A theoretical analysis of philosophical dimensions in engineering education
Soft Skills Education is Valuable—Perception of Engineering Students
Project-based learning
The adolescent dip in students' sustainability consciousness—Implications for education for sustainable development
A framework for strategic sustainable development
Active learning increases student performance in science, engineering, and mathematics
Education for flourishing
Educating engineers to develop new business models
Key competencies in sustainability
Exploring the lecture method
| Unique citing works | 7 |
|---|---|
| Citations per year | 3.5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |