Incorporating the sustainable development goals in engineering education
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ORIGINAL PAPER
Incorporating the sustainable development goals in engineering education Ricardo A. Ramirez-Mendoza1 · Ruben Morales-Menendez1 · Elda M. Melchor-Martinez1 · Hafiz M. N. Iqbal1 · Lizeth Parra-Arroyo1 · Adriana Vargas-Martínez1 · Roberto Parra-Saldivar1 Received: 31 January 2020 / Accepted: 27 March 2020 © Springer-Verlag France SAS, part of Springer Nature 2020
Abstract This paper aims to open the discussion on the incorporation of sustainable development goals (SDG) in the curricular plans of engineering programs. The United Nation has recognized the development SDG by 2030 as a priority. It should be evident that universities embrace these objectives to align with the great challenges facing education today. This is an initial discussion where it is intended to offer some research and challenge ideas to the administrators and policymakers of the universities regarding the incorporation of these objectives. As an example, some academic and research activities that are carried out in our institution to overcome these challenges are described. A logic framework to incorporate SDG in engineering education is presented and some examples of academic projects that somehow touch the SDG are mentioned and finally some recommendations of how these SDG can be explicitly incorporated into the engineering education programs and in general in the high-education institutes. Keywords Sustainable development goals · Engineering education · Disruptive learning-teaching models · T21 model
1 Introduction What are the objectives of SDG [1]? Why are they important? How can universities align SDG with incorporating these objectives explicitly into engineering education programs? A schematic diagram is shown in Fig. 1. These are some of the debates that this work tries to inspire, all in the context of incorporating these SDG explicitly in the engineering education plans in the universities. Universities must align their educational strategies to SDG objectives that turn themselves into challenges for the entire planet and the subsistence of the human being on earth. The 2030 Agenda for Sustainable Development of the United Nations (UN) establishes goals and targets in areas of critical importance for humanity [1–3]. This topic has attracted the attention of scientists, academics, industrialists, politicians and society in general. Just review the literature on academic, scientific, political and social manuscripts that translate into debate and discussion events about the importance of these SDG [4–12].
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Ricardo A. Ramirez-Mendoza [email protected] School of Engineering and Science, Tecnologico de Monterrey, Campus Monterrey, Monterrey, Mexico
Considering the technological change that the world is going through, our current social environments and generational differences in society focus on the extraneous and declares itself as the savior of the world. The university rises as a relevant and essential agent to ensure knowledge and development of competencies in this fourth industrial revolution, which has be
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