Comp ehensi e P ocess and Tools o In eg a ing Sus ainabili y
Educa ion in o Enginee ing Cu icula
Gemma Tejedo , Bo is Lazza ini, Jo di Segalàs, E a Vidal, Fe mín Sànchez-Ca acedo1
Abs ac This chap e ou lines he p ocess and ools de eloped in he EDINSOST p ojec s o
inco po a e sus ainabili y compe ences in o Enginee ing deg ee cu icula and compe ence
building o acul y. I in oduces he sus ainabili y compe ency map o enginee ing deg ees,
de ining lea ning ou comes essen ial o Educa ion o Sus ainable De elopmen (ESD)
ac oss all disciplines. The chap e de ails he su ey o eaching s a and he me hodology
o cons uc ing an ESD p esence map wi hin a deg ee, p o iding a nuanced unde s anding o
he in eg a ion o sus ainabili y p inciples. The ESD p esence map se es as a c ucial
assessmen ool, gauging he deg ee o which he sus ainabili y map's lea ning ou comes a e
embedded in a speci ic cu iculum. Addi ionally, he chap e p esen s ou comes om a
s uden su ey, elucida ing s uden pe cep ions o achie ing sus ainabili y map-lea ning
ou comes. Success ully es ed ac oss di e se deg ees, he me hodologies and ools ha e
ga ne ed endo semen om he Uni e si a Poli ècnica de Ca alunya-Ba celonaTech. This
ins i u ion has adop ed he EDINSOST model, solidi ying i s commi men o sys ema ically
in oduce ESD ac oss all bachelo deg ee p og ams.
Keywo ds Sus ainabili y · Educa ion o Sus ainable De elopmen · UNESCO lea ning
objec i es · EDINSOST · Compe ency map
1 In oduc ion
Uni e si ies ha e long been ecognized as pi o al ac o s in add essing he challenges o
sus ainabili y ac oss a ious disciplines. The impe a i e o sus ainabili y ex ends o all ace s
o a uni e si y's mission— esea ch, educa ion, and knowledge ans e —and necessi a es he
in eg a ion o sus ainabili y c i e ia and alues in o hei s a egies, plans, and managemen
(Miñano e al. 2019; Yañez e al. 2019).
E o s o de ine and implemen a uni e si y le el he compe encies equi ed o add ess
sus ainabili y challenges ha e been ecognised as key o a ansi ion owa ds mo e
sus ainable socie ies. Fu he mo e, hese e o s ha e induced comp ehensi e p ocesses,
which anscend disciplina y bounda ies, complemen ing he speci ic skills o each academic
and p o essional ield. In his sense, in 2015, he Uni ed Na ions 2030 Agenda (UN, 2015)
unde sco ed he pi o al ole o uni e si ies in ad ancing sus ainabili y and embedding he
1 Uni e si y Resea ch Ins i u e o Sus ainabili y Science and Technology, Uni e si a Poli ècnica de
Ca alunya, Jo di Gi ona 1-3, 08034 Ba celona, Spain
E-mail: [email p o ec ed], [email p o ec ed], [email p o ec ed], [email p o ec ed],
[email p o ec ed],
ESD in o cu icula, as a co ne s one mission o uni e si ies, gi en hei unique capaci y o
add ess challenges acing socie y ega ding sus ainabili y. Toge he wi h ESD, in eg a ing he
SDGs o e s bene i s o uni e si ies hemsel es, os e ing new collabo a ions wi h ex e nal
s akeholde s and expanding ields o s udy, esea ch, and inno a ion (SDSN 2017, 2020).
Mo e ecen ly, he UNESCO Gene al Con e ence endo sed a new global amewo k o
Educa ion o Sus ainable De elopmen (ESD) known as "Educa ion o Sus ainable
De elopmen : Towa ds he Achie emen o he SDGs (UNESCO, 2019). This amewo k
builds upon p e ious ini ia i es, such as he Uni ed Na ions Decade o ESD (2005–2014) and
he Global Ac ion P og am (GAP) on ESD (2015–2019).
F om an academic pe spec i e, disciplines such as Sus ainabili y Science ad oca e o a
dis inc i e app oach o le e aging and applying knowledge, wi h he aim o comp ehending
he in ica e in e play be ween na u e and socie y om a sys emic and ansdisciplina y
pe spec i e (Ka es e al. 2001; Vilches and Gil Pé ez, 2015). This app oach is in acco dance
wi h he b oade ision o sus ainable de elopmen , emphasizing he in eg a ion o
sus ainabili y science and he SDGs.
Despi e he p og ess achie ed in ecen decades, nume ous s udies highligh signi ican
ba ie s o implemen ing sus ainabili y ini ia i es wi hin uni e si ies, pa icula ly in he
sphe e o eaching and lea ning (Buckle and C eech, 2014; Wals, 2014). Consequen ly, he
in eg a ion o ESD in o cu icula emains a key challenge, necessi a ing a depa u e om
con en ional eaching pa adigms owa ds mo e ans o ma i e app oaches (SDSN, 2020).
This challenge is pa icula ly p onounced in enginee ing educa ion, whe e he in eg a ion o
ESD poses unique hu dles (Miñano e al. 2019; Lazza ini and Pé ez-Fogue 2018; CTI,
2017). I is ecognised ha inco po a ing ESD in o uni e si y educa ion necessi a es mo e
han he in oduc ion o new con en ; i also equi es a undamen al shi in eaching and
lea ning s a egies (Tejedo e al. 2019). Key aspec s include os e ing c i ical and holis ic
pe spec i es; in eg a ing sus ainabili y c i e ia in o p oblem-sol ing and decision-making
p ocesses; nu u ing e hics and social esponsibili y; p omo ing in e disciplina y
collabo a ion and engaging ex e nal s akeholde s in uni e si y educa ion (Mo eso and
Casadesus, 2017; Tilbu y, 2011; Tejedo e al. 2019).
Achie ing his ans o ma ion demands a coo dina ed e o o embed sus ainabili y
compe encies sys ema ically h oughou cu icula, u ilizing ans o ma i e lea ning
app oaches and in eg a ing sus ainabili y ac i i ies ac oss cou ses (De Wi and Leask 2021;
CTI, 2017; Lozano and Lozano, 2014; Colby and Sulli an, 2008). The ul ima e goal is o
sus ainabili y compe encies o be pe cei ed as essen ial componen s o enginee ing educa ion
and, by ex ension, uni e si y educa ion (Sanchez-Ca acedo e al. 2022)
F om 2016 o 2022, wo Edinsos p ojec s we e conduc ed o in eg a e sus ainabili y
compe encies in o Spanish uni e si y deg ee cu icula (Sánchez-Ca acedo 2021).
App oxima ely six y esea che s om ele en Spanish uni e si ies pa icipa ed in hese
p ojec s, which co e ed hi een deg ees. The EDINSOST ini ia i es es ablished ESD- ela ed
lea ning ou comes ini ially o Educa ion, Enginee ing, and Business Adminis a ion deg ees,
wi h po en ial applicabili y o o he ields.
This chap e explains in de ail how o in oduce sus ainabili y compe ences in he Spanish
highe educa ion sys em, p esen ing he case s udy o enginee ing educa ion a UPC. The
i s Edinsos P ojec was p ima ily explo a o y, analyzing he in eg a ion o sus ainabili y
in o highe educa ion (Sanchez-Ca acedo e al. 2018). No ably, he concep o SDGs
eme ged a e he p ojec 's ini ial p oposal. In con as , he second Edinsos 2-SDG p ojec
ocused on in e en ion and in ol ed a simila numbe o esea che s, uni e si ies, and
deg ees. Edinsos 2-SDG inco po a ed he SDGs in o he de eloped ools (Sanchez-Ca acedo
e al, 2021).
Ini ia i es like EDINSOST and EDINSOST2-SDG aim o in eg a e sus ainabili y in o he
cu icula o he Spanish uni e si y sys em. They ha e de eloped me hodologies o
in oducing and assessing ESD in enginee ing cou ses. This chap e ocuses on how he
EDINSOST me hod e ec i ely inco po a es sus ainabili y compe encies in o enginee ing
p og ams. I begins wi h c ea ing a Sus ainabili y Compe ency Map o each enginee ing
deg ee, s uc u ed in o h ee lea ning le els. The cu iculum is hen analyzed using he
Sus ainabili y P esence Map o iden i y a eas needing SDG in eg a ion ein o cemen . The
wo k p esen ed in his chap e seeks o add ess how o app oach a me hodological p ocess o
sys ema ically in oducing sus ainabili y in o uni e si y cu icula. This is suppo ed by a
ho ough eache aining p og am and an Open Educa ional Resou ces da abase o
educa o s. Regula e alua ions h ough s uden su eys and semi-annual e iews ensu e he
cu iculum emains esponsi e o he e ol ing global demands o sus ainabili y.
1.1. Sus ainabili y In eg a ion P ocess in he Enginee ing Cu iculum
The p ocess o in eg a ing sus ainabili y in o enginee ing cu iculum h ough he EDINSOST
me hodology is designed wi h a holis ic, sys ema ic, and adap i e app oach ha aims o equip
s uden s wi h he compe encies hey will need o ace sus ainabili y challenges in hei u u e
p o essional en i onmen s.
The i s s ep in his p ocess ( igu e 1) is he de elopmen o a Sus ainabili y Compe ency
Map (CSM) o each enginee ing deg ee. This map is based on he compe ency amewo k
de ined by CRUE, adap ed o include he UNESCO Sus ainable De elopmen Goals (SDGs)
(UN 2015), o ganizing he compe encies in o h ee p og essi e le els o lea ning: o know, o
know how, and o demons a e by doing.
Once he CSM is es ablished, an analysis o he p esence o sus ainabili y in he cu iculum is
equi ed by means o a Sus ainabili y P esence Map, which assesses how and o wha ex en
hese compe encies a e in eg a ed in o he a ious cou ses and subjec s. This analysis is
essen ial in o de o iden i y a eas whe e he in eg a ion o he SDGs needs o be
s eng hened, allowing e o s o be di ec ed mo e e ec i ely owa ds hese gaps.
To ensu e ha eache s a e equipped o deli e his con en , a eache aining p og am is
o e ed along wi h he c ea ion o an Open Educa ional Resou ces (OER) da abase. These
esou ces a e a ailable o eache s o help hem e ec i ely inco po a e sus ainabili y in o
hei eaching, he eby en iching he educa ional p ocess and ensu ing ha s uden s achie e
he expec ed lea ning ou comes in sus ainabili y.
I is necessa y o conduc a moni o ing and e alua ion o he p ocess by means o pe iodic
ques ionnai es o s uden s, which enable he pe cep ion o lea ning in sus ainabili y o be
measu ed. This eedback is c ucial o making con inuous adjus men s and imp o emen s in
he cu iculum and eaching me hodologies. Addi ionally, a semi-annual e iew and
adap a ion o he p ocess should be ca ied ou in collabo a ion wi h academic coo dina o s
and he lea ning communi y. This i e a i e app oach ensu es ha sus ainabili y compe encies
a e e ec i ely and cohe en ly in eg a ed h oughou he cu iculum, hus p oac i ely
esponding o he challenges and demands o a cons an ly changing global en i onmen .
Figu e 1 P ocess o in oducing Sus ainabili y compe ences in Highe Educa ion.
The Uni e si a Poli ècnica de Ca alunya - Ba celonaTech (UPC) has ca ied ou a pilo
p ojec using EDINSOST ools o in eg a e sus ainabili y in o i s deg ee cu icula, h ough an
inno a i e app oach ha in ol es s uden s, eache s and manage s in a collabo a i e and
e lec i e p ocess. Th ough his pilo p ojec , UPC is demons a ing a s ong commi men o
sus ainabili y educa ion, wi h he aim o p epa ing s uden s o ace global challenges wi h a
solid ounda ion o sus ainabili y knowledge and skills. The pilo ep esen s an impo an s ep
owa ds he ull in eg a ion o hese compe encies in all i s academic p og ammes.
The pilo p ojec also bene i ed om a bo om-up and op-down app oach, acili a ing he
ac i e pa icipa ion o he uni e si y communi y and ensu ing he ins i u ional suppo
necessa y o he sus ainabili y o he p og amme.
2 Me hodology
2.1. Sus ainabili y Compe ency Map (SCM) o Enginee ing Cu icula
Ini ially, he EDINSOST2-SDG p ojec eam designed a common Sus ainabili y Compe ency
Map (SCM) applicable o all enginee ing deg ees. The p ocess o designing and alida ing
his SCM is de ailed in Sánchez-Ca acedo e al. (2021). The SCM o enginee ing employs a
ma ix s uc u e based on he ou sus ainabili y compe encies de ined by he Con e ence o
Rec o s o Spanish Uni e si ies (CRUE, 2012).
● C1: C i ical con ex ualiza ion o knowledge by es ablishing in e ela ions wi h social,
economic, en i onmen al, local and/o global p oblems;
● C2: Sus ainable use o esou ces and p e en ion o nega i e impac s on he na u al
and social en i onmen ;
● C3: Pa icipa ion in communi y p ocesses ha p omo e sus ainabili y;
● C4: Applica ion o e hical p inciples ela ed o he alues o sus ainabili y in pe sonal
and p o essional beha io ;
Each compe ency is u he de eloped in o one o mo e compe ency uni s, de ined p ima ily
using he h ee sus ainabili y dimensions (en i onmen al, social, and economic) along wi h a
holis ic dimension. Whe e easible, he holis ic dimension alone was used o simpli y he
map. Thus, compe encies C1, C3, and C4 each ha e a single, holis ically de ined compe ency
uni , whe eas compe ency C2 is b oken down in o ou uni s, one o each dimension. Each
compe ency uni is a icula ed in e ms o lea ning ou comes, using he simpli ied Mille
py amid (Mille , 1990) axonomy, which comp ises h ee le els: know, know-how, and
‘demons a e + do’ ( he o iginal py amid has ou le els, sepa a ing 'demons a e' and 'do').
This simpli ied axonomy educes he numbe o SCM cells and lea ning ou comes,
acili a ing in eg a ion in o deg ee cu icula. The ini ial SCM desc ibed in Sánchez-Ca acedo
e al. (2021) includes 53 lea ning ou comes. Figu e 2 p esen s an ou line o his map.
Figu e 2 Diag am o he ini ial enginee ing SCM. Each cell o he map may con ain one o mo e lea ning
ou comes.
To align he enginee ing SCM wi h he Sus ainable De elopmen Goals (SDGs), a able was
de eloped linking he SCM lea ning ou comes o SDG a ge s (UN, 2015) and UNESCO
lea ning objec i es (UNESCO, 2018). The c ea ion and alida ion o his able a e de ailed in
Sánchez-Ca acedo e al. (2021).
Gi en he complexi y o dis ibu ing 53 lea ning ou comes ac oss sus ainabili y- ela ed
subjec s, he EDINSOST2-SDG eam simpli ied he SCM by educing he numbe o
ou comes. The goal was o each cell in he simpli ied map o co espond o a single lea ning
ou come whe e e possible. This simpli ica ion and alida ion p ocess is ou lined in
Sánchez-Ca acedo e al. (2022), esul ing in an SCM wi h 29 lea ning ou comes. Tables
linking hese ou comes o UNESCO lea ning objec i es and UN SDG a ge s a e p o ided in
Sánchez-Ca acedo e al. (2022).
2.1.1. Algo i hm o C ea ing an SCM o a Speci ic Enginee ing Deg ee
The simpli ied enginee ing SCM encompasses he Educa ion o Sus ainable De elopmen
(ESD) lea ning ou comes common o all enginee ing deg ees, inco po a ing SDGs h ough
hei ela ionship wi h UNESCO objec i es and UN a ge s. In o de o c ea e an SCM o a
speci ic enginee ing discipline (e.g., IT, ci il enginee ing), addi ional ESD-speci ic lea ning
ou comes mus be added. The me hodology o his p ocess in ol es:
1. S a ing om he common enginee ing SCM, which con ains he lea ning ou comes
common o all enginee ing deg ees;
2. Analyzing UN a ge s and UNESCO objec i es ele an o he speci ic discipline;
3. Iden i ying exis ing lea ning ou comes ha co e hese a ge s and objec i es;
4. Upda ing he ela ionship able i ele an ou comes exis
5. De ining new lea ning ou comes i necessa y and upda ing he ela ionship able
acco dingly;
This p ocess should be pe o med wi h he aim o adding as ew new lea ning ou comes as
possible, wi h each new ou come po en ially co e ing mul iple UN a ge s o UNESCO
objec i es.
2.2. Sus ainabili y P esence Map
The sus ainabili y p esence map o a deg ee de ails he ex en o which each SCM lea ning
ou come is in eg a ed in o he cu iculum. This map is cons uc ed on he basis o
semi-s uc u ed in e iews wi h p o esso s esponsible o ESD- ela ed cou ses. P o esso s
comple e a ques ionnai e be o ehand, which in e iewe s use o guide he in e iew.
In e iewe s mus be well- e sed in he deg ee’s SCM in o de o ca e ully and accu a ely
comple e he sus ainabili y p esence map. Consis ency in comple ing his map ensu es
uni o m c i e ia ac oss all subjec s, independen o indi idual p o esso s' expe ience and
knowledge.This consis ency is suppo ed by he ac ha he sus ainable p esence map is
comple ed by a single pe son (o a small g oup wo king in a coo dina ed way), hus ensu ing
ha he same c i e ia a e ollowed in all he hemes o he i ine a y.
The p o esso ques ionnai e, a simpli ied e sion o ha p esen ed in Sánchez-Ca acedo e
al. (2021), was modi ied o i he simpli ied enginee ing SCM. The simpli ica ion
me hodology is de ailed in Sánchez-Ca acedo e al. (2022).
2.3. S uden Ques ionnai e Sus ainabili y
Once he SCM is embedded in a deg ee cu iculum and he p esence map has been
es ablished, i is essen ial o alida e ha s uden s a e achie ing he SCM lea ning ou comes.
In acco dance wi h his aim, he EDINSOST p ojec s de eloped a ques ionnai e o assess
s uden s' pe cep ions o hei lea ning ou comes acquisi ion.
The ques ionnai e design began wi h he simpli ied enginee ing SCM, ensu ing each lea ning
ou come was add essed. The p ocess included:
1. D a ing ques ions aligned wi h he simpli ied SCM lea ning ou comes by a subg oup o
h ee enginee ing g oup esea che s belonging o he p ojec .
2. Indi idually e iew o he ques ionnai e by he emaining enginee ing g oup esea che s
(1s alida ion g oup), who sugges ed ele ance-based e isions (in pa icula , he
ele ance o each ques ion on he basis o i s ela ion o he simpli ied enginee ing SCM).
3. A g oup mee ing o discuss and e ine he di e en con ibu ions and sugges ions and
gene a e a new e sion o he ques ionnai e.
4. A second alida ion conduc ed by esea che s om educa ion and business adminis a ion
and managemen g oups (2nd alida ion g oup), who indi idually e iewed, made
sugges ions and p oposed u he e isions. The en i e EDINSOST eam hen analyzed
hese p oposals o p oduce he inal e sion o he ques ionnai e.
2.4. Facul y Capaci y Building Cou se
A “ aining he aine s” wo kshop was held by he esea ch eam o he EDINSOST p ojec s,
based on he p e ious esul s and ools designed h oughou he p ojec .
The a ge g oup o he wo kshop consis ing o lec u e s in he ield o Enginee ing and
A chi ec u e who ecognize hei esponsibili y o con ibu e o he aining o people and
p o essionals commi ed o he Sus ainable De elopmen Goals o he 2030 Agenda h ough
hei eaching p ac ice, and wish o in eg a e sus ainabili y in o he planning and design o he
subjec s hey each.
The wo kshop was designed by he expe s belonging o he EDINSOST p ojec s,
subsequen ly i s pilo ed by he esea ch eam o he p ojec , and hen eadjus ed and inally
un in di e en con ex s and uni e si ies.
The wo kshop was designed o be applied in h ee ields o knowledge: Enginee ing,
Teache s Educa ion, Business and Economics, in ol ing he aining o mo e han 250
acul y. This chap e p esen s he case s udies and esul s o he Enginee ing Educa ion ield
(see Table 1).
Table 1 Case s udies ca ied ou in he di e en uni e si ies.
Uni e si y
Coun y
Fo ma
Da e
Numbe
o
ainees
Uni e si a Poli ècnica de Ca alunya
(UPC)
ES
Vi ual
2021 - Feb
23
Uni e si y o he Basque Coun y
(EHU/UPV)
ES
Vi ual
2022 - Jun
19
Uni e sidad Poli écnica de
Mad id/Uni e sidad Complu ense de
Mad id (UPM/UCM)
ES
Face- o- ace
2021 - Ap
30
Uni e sidad Poli écnica de
Mad id/Uni e sidad Complu ense de
Mad id (UPM/UCM)
ES
Face- o- ace
2022 - Ma
30
Uni e si y o Po o (FEUP)
PT
Face- o
ace-
2022 – Jun
22
Sokoine Uni e si y o Ag icul u e
(SUA)
TZ
Face- o- ace
2022 - Oc
12
S a e Uni e si y o Zanziba (SUZA)
TZ
Face- o- ace
2022 – Oc
16
Uni e sidad de Cádiz (UCA)
ES
Vi ual
2023 - Jan
29
To al
152
2.5. Sus ainabili y compe ence a he Uni e si a Poli ècnica de Ca alunya -
Ba celonaTech (UPC)
A pilo has been ca ied ou by he Uni e si a Poli ècnica de Ca alunya - Ba celonaTech
(UPC), using EDINSOST ools o in eg a e sus ainabili y in o i s deg ee cu icula. In he i s
phase o he pilo , eigh deg ees om di e en UPC schools we e selec ed o es and
implemen new sus ainabili y compe encies. Each deg ee was led by i s academic
coo dina o , who played a key ole in adap ing and e alua ing he cu icula. The EDINSOST
Sus ainabili y P esence Map ool was used o iden i y and isualise he in eg a ion o
sus ainabili y compe ences in o exis ing cou ses, allowing academics o be e adap and plan
he necessa y changes.
To ensu e in-dep h unde s anding and e ec i e implemen a ion, EDINSOST aining cou ses
we e de eloped o ain eache s in sus ainabili y-speci ic con en and app op ia e
pedagogical me hods. Teache s we e also su eyed in o de o acqui e di ec eedback on
hei cu en eaching and o iden i y a eas o imp o emen .
An essen ial pa o he pilo was he implemen a ion o he sus ainabili y guide o inal
p ojec s (Bachelo 's and Mas e 's), ini ia ed in he EDINSOST p ojec , which will se e as a
inal lea ning and assessmen ool o s uden s. This guide includes ques ions designed o
make s uden s e lec on he en i onmen al, social and economic impac s o hei p ojec s,
and inco po a es gende equi y aspec s o os e an inclusi e and comp ehensi e app oach.
3 Resul s
3.1. Enginee ing SCM Simpli ied
As de ailed in Sec ion 2, he EDINSOST2-SDG eam simpli ied he enginee ing SCM o
make i easie o handle o p o esso s and managemen eams un amilia wi h ESD. The
simpli ied enginee ing SCM consis s o only 29 lea ning ou comes, compa ed o 53 in he
o iginal one. An ou line o he simpli ied enginee ing SCM wi h he inal de ini ion o he
compe ency uni s and he coding o he lea ning ou comes as p o ided in (Sánchez-Ca acedo
e al., 2022), as well as he p ecise de ini ion o each lea ning ou comes.
3.2. P esence Map
The design o he p o esso s’ ques ionnai e was based on he enginee ing SCM, wi h he
pu pose o de e mining which lea ning ou comes a e de eloped in each subjec and o wha
ex en he eache conside s ha hey a e de eloped in he subjec (Ga cía-Gallo é and
Segalàs 2021). The ques ions a e answe ed using a ou -poin Like scale wi h he ollowing
meaning:
● No hing: he lea ning ou come is no de eloped in he subjec ;
● A li le: he lea ning ou come is de eloped supe icially o pa ially;
● Enough: he lea ning ou come is de eloped mo e han supe icially bu no in dep h;
● A lo : he lea ning ou come is de eloped in dep h.
The ques ionnai e consis s o 18 ques ions (compa ed o he 29 lea ning ou comes o he
SCM). This educ ion in he numbe o ques ions compa ed o he numbe o lea ning
ou comes makes i easie o p o esso s o answe he ques ionnai e. In each ques ion,
keywo ds a e highligh ed o acili a e unde s anding. The ques ions included in he
ques ionnai e a e p esen ed in Tables 4–7 and g ouped in o ou ca ego ies:
● C i ical con ex ualiza ion o he concep o sus ainabili y;
● Sus ainable use o esou ces and p e en ion o impac s (en i onmen al, social and
economic);
● Pa icipa ion in in eg a i e p ocesses o e lec ion and decision making;
● Applica ion o e hical and deon ological p inciples.
These ca ego ies co espond o he CRUE compe encies in sus ainabili y (CRUE, 2012),
al hough in he ques ionnai e, hey a e e e ed o as ca ego ies o acili a e unde s anding o
p o esso s un amilia wi h compe ency-based lea ning.
In he las ca ego y, he ques ionnai e speci ies ha he ollowing e hical p inciples ela ed o
sus ainabili y alues a e conside ed: equali y; jus ice; he p ecau iona y p inciple; p e en ion
o damage; esponsibili y o p esen and u u e gene a ions; p o ec ion and es o a ion o a
heal hy en i onmen ; and social, economic and en i onmen al human igh s ( his ex is no
included in Table 5).
Two di e en ools a e used in he wo kshop, he i s o which is he Sus ainabili y
Compe ency Map o Enginee ing educa ion (Sánchez-Ca acedo e al., 2022). The second
ool is he Lea ning ac i i y wo kshee (Table 7), which enables ainees o design in de ail a
lea ning ac i i y ha includes bo h speci ic compe ences o he subjec in which he ac i i y
will be applied, as well as he sus ainabili y compe ences and lea ning ou comes o he
ESCM.
Table 7 Lea ning ac i i y wo kshee .
Ca ego iza ion in o ma ion
Name o g oup membe s
Uni e si y and cen e
Deg ee
Lea ning Objec i es om he Sus ainabili y Map, o be wo ked on
(Include comple e numbe and ex )
Rela ed SDGs
Compe ency uni (s) (Include comple e numbe and ex )
Compe ency(ies) om he map (Include comple e numbe and ex )
Name o he ac i i y (include i le, wo lines maximum)
Objec i es o he ac i i y (including he desi ed inal esul , measu ed by speci ic indica o s).
Speci ic Objec i es o he subjec desc ibed in he eaching guide + Sus ainabili y Objec i es ( ela ed
o he Lea ning Objec i es o he sus ainabili y map o be wo ked on)
Deg ee compe encies ha a e wo ked on he ac i i y
Cha ac e is ics o he sessions:
● Numbe
● Du a ion
● Type ( heo y, p oblems, lab, o he s).
Desc ip ion o he ac i i y (including a ex ual desc ip ion consis ing o a 100-200 wo d summa y o
he wo k equi ed om he s uden s. The asks o be comple ed, as eques ed in de ail in he
subsequen sec ions, should NOT be copied bu summa ized). This desc ip ion mus p o ide a clea
idea o he wo k o be comple ed by he s uden and how i will be conduc ed.
Subjec s o which he ac i i y is p oposed
● Deg ee:
● Subjec /cou se:
● To al numbe o pa icipan s:
● Wo k me hodology (indi idual / collabo a i e):
Desc ip ion o he ac i i y/ asks o be done and ime es ima ion
This sec ion dis inguishes be ween hose asks ha a e done ONLY he FIRST TIME he ac i i y is
p epa ed and hose ha a e ca ied ou EVERY TIME he ac i i y is done. A well-designed ac i i y is
eusable, and as such i equi es LITTLE EXTRA eache ime (ou side he class oom) EVERY TIME
i is done. I may, howe e , equi e mo e ime he FIRST TIME i is designed.
The ime needed o pe o m EACH TASK should be es ima ed p ecisely, bo h in and ou side he
class oom, by he eache and he s uden . The ime spen on i should be as de ailed and accu a e as
possible.
Teache s’ wo k/ asks ou side he class oom EXCLUSIVELY TO PREPARE he ac i i y THE
FIRST TIME i is done (do no conside asks ha a e ca ied ou each ime he ac i i y is done, no
asks ha a e ca ied ou INSIDE class because hey a e done e e y ime).
Indica e he ime spen on EACH ask.
Teache s’ wo k/ asks in and ou side he class oom o CARRY OUT he ac i i y e e y ime (bu no
o p epa e i he i s ime, when i is planned). Indica e he ime spen on EACH ask.
S uden s’ wo k/ asks in he class oom
Indica e he ime spen on EACH ask.
S uden s’ wo k/ asks ou side he class oom
(be o e and a e ). Indica e he ime spen on EACH ask.
Necessa y ma e ial o ca y ou he ac i i y (documen a ion, ma e ial, ins umen s, e c.)
The ma e ial may consis o books, no es, objec s, ins umen s, e c.
Ma e ial needed o he s uden (de ail p ecisely).
Ma e ial needed o he eache (de ail p ecisely).
The condi ions necessa y o de elop he ac i i y by he cen e , he eache and he s uden s ( ole o
he eache , ype o class ooms, numbe o s uden s pe g oup, equipmen , e c.).
E alua ion
This sec ion is o e lec ing on how o e alua e he ac i i y. I is necessa y o de ine he ins umen s
and c i e ia o be used in o de o e alua e each indica o , and he e alua ing agen o each indica o .
Indica o s showing ha he s uden has achie ed he objec i es o he ac i i y
Wha will be e alua ed?
E alua ion ools
Which ool will be used o e alua e each indica o ?
● Exams
● Tes s
● P ac ices
● P oblems
● Assignmen s
● O al p esen a ions
● O he
Iden i y which ins umen will be used o e alua e each indica o (se e al ac o s -o indica o s- can
be e alua ed in he ac i i y, and each indica o can be e alua ed di e en ly).
E alua ion ools
How is he co ec ion c i e ia o each indica o es ablished?
● Rub ic
● Desc ip i e ex
● O he
Which agen will pe o m he e alua ion o each indica o ?
● The s uden him- o he sel
● Pee e alua ion
● The eache
Addi ional commen s
3.4.2. Cou se assessmen
The cou se's e ec i eness was e alua ed h ough a comp ehensi e ques ionnai e
adminis e ed o he 152 pa icipan s a e hey comple ed he aining. Acco ding o he main
esul s o he ques ionnai e, he impac on eaching was shown o be e y high, since 95% o
ainees con i m ha a e a ending he wo kshop hey el p epa ed o include ac i i ies
ela ed o sus ainable de elopmen in he subjec s hey each. This high le el o p epa edness
e lec s he wo kshop's success in mee ing i s educa ional objec i es and ensu ing ha
pa icipan s el con iden in applying wha hey had lea ned. Figu e 4 illus a es how
pa icipan s a ed hei p epa edness o in oduce sus ainabili y in o hei eaching p ac ices
pos - aining.
Figu e 4 Capaci y o in oduce sus ainabili y in eaching p ac ice a e he aining (sample 68%), based
on a ing he ques ion: A e a ending his cou se, I will include ac i i ies ela ed o sus ainable
de elopmen in he subjec s I each.
In e ms o ools, he e ec i eness o he 'Lea ning Ac i i y Wo kshee ' was assessed among
pa icipan s (70% sample) based on hei a ing o he ques ion: "The Lea ning Ac i i y
Wo kshee helped me o achie e he cou se objec i es". The wo kshee was gene ally
conside ed o be help ul and assis ed ainees o achie e he cou se objec i es. Only in one
uni e si y did a ew pa icipan s (less han 5% o he esponses) disag ee.
O e all, he wo kshop ecei ed s ong endo semen om he ainees, wi h mo e han 95%
s a ing hey would ecommend he wo kshop o hei colleagues, on he unde s anding ha
hey only ecommend ac i i ies hey like. This high ecommenda ion a e sugges s ha he
wo kshop was well- ecei ed and conside ed highly bene icial by he majo i y o pa icipan s.
By sys ema ically e alua ing he cou se h ough hese a ious lenses, he assessmen
highligh ed he wo kshop's s eng hs and p o ided a oadmap o u he imp o emen s.
3.5. De elopmen o he UPC pilo plan using EDINSOST p ojec ools
Since 2021, he pilo plan ca ied ou a he Uni e si a Poli ècnica de Ca alunya (UPC) has
achie ed se e al signi ican esul s in he in eg a ion o sus ainabili y and social engagemen
compe ences in i s academic p og ammes, using he ools de eloped by he EDINSOST
p ojec s. Some o hese esul s a e p esen ed below:
1. Inclusion o Sus ainabili y in S udy Plans: Following he guidelines o Royal
Dec ee 822/2021, he inclusion o sus ainabili y as a ans e sal compe ence in he
cu icula o a ious Bachelo 's and Mas e 's deg ees has been implemen ed. This
in ol es adap ing he cu iculum o ensu e ha all s uden s acqui e knowledge and
skills ela ed o sus ainabili y be o e g adua ion.
2. De elopmen o Lea ning Resou ces: A da abase o speci ic lea ning esou ces
(OER) has been c ea ed o acili a e he acquisi ion o sus ainabili y compe encies.
These esou ces include eaching ma e ials, implemen a ion guides, and assessmen
ools designed o be in eg a ed in o di e en cou ses.
3. Facul y T aining: Speci ic aining is being conduc ed o eache s, ocused on
in eg a ing sus ainabili y in o hei own eaching modules. The aining includes
ace- o- ace o online wo kshops and collabo a i e wo k sessions, wi h he aim o
making i easie o educa o s o inco po a e sus ainabili y concep s in o hei
subjec s.
4. Impac on Final Deg ee and Mas e 's P ojec s: The analysis o sus ainabili y and
e hical implica ions has been in eg a ed in o inal deg ee and mas e 's p ojec s
(TFG/TFM). This has been suppo ed by a speci ic Guide o inco po a ing
sus ainabili y analysis and e hical implica ions in he TFG/TFM, o ensu e ha
s uden s' inal p ojec s add ess c i ical aspec s o sus ainabili y and social
esponsibili y, as well as a guide, a ub ic and speci ic aining o acul y on how o
e alua e hem.
5. Collabo a ion and Dissemina ion: The esul s o his pilo plan we e p esen ed a
he T ansa lan ic Symposium on Sus ainable De elopmen : No h Ame ican and
Eu opean Pe spec i es on Sus ainabili y in Highe Educa ion (Massachuse s Ins i u e
o Technology, Camb idge, MA, Uni ed S a es, 02.10.2023 – 04.10.2023).
4 Conclusions
The comp ehensi e p ocess and ools de eloped h ough he EDINSOST p ojec s ha e
p o en e ec i e in in eg a ing Educa ion o Sus ainable De elopmen (ESD) in o
enginee ing deg ee cu icula. This chap e has de ailed he me iculous and sys ema ic p ocess
used o c ea e and alida e he Sus ainabili y Compe ency Map (SCM) speci ic o each
enginee ing deg ee, s uc u ed in o h ee p og essi e lea ning le els. The implemen a ion o
he Sus ainabili y P esence Map (SPM) has enabled o he assessmen o how well
sus ainabili y compe encies a e in eg a ed in o he cu iculum ac oss a ious deg ees. This
analysis has been c ucial in iden i ying a eas ha need ein o cemen in e ms o Sus ainable
De elopmen Goals (SDG) in eg a ion, he eby acili a ing a mo e e ec i e dis ibu ion o
e o s o add ess hese gaps. The acul y aining p og am and he c ea ion o an Open
Educa ional Resou ces (OER) da abase ha e been undamen al in equipping eache s wi h he
ools needed o inco po a e sus ainabili y in o hei eaching. This aining has no only
en iched he educa ional p ocess bu has also ensu ed ha s uden s achie e he expec ed
lea ning ou comes in sus ainabili y. The esul s o he aining ha e been highly posi i e, wi h
95% o pa icipan s eeling p epa ed o include sus ainabili y- ela ed ac i i ies in hei
cou ses and ecommending he wo kshop o hei colleagues. These esul s unde sco e he
e ec i eness o he wo kshop and i s pe cei ed alue wi hin he educa ional communi y.
Con inuous moni o ing and e alua ion o he p ocess h ough pe iodic s uden ques ionnai es
allows o ongoing adjus men s and imp o emen s in he cu iculum and eaching
me hodologies. This i e a i e app oach con ibu es o he e ec i e and cohe en in eg a ion o
sus ainabili y compe ences ac oss he cu iculum.
The pilo p ojec implemen ed a he Uni e si a Poli ècnica de Ca alunya - Ba celonaTech
(UPC) has demons a ed a s ong and e ec i e commi men o sus ainabili y educa ion.
Ne e heless, he ac i e pa icipa ion o adminis a o s, eache s, and s uden s in a
collabo a i e and e lec i e p ocess a e c ucial o he success ul implemen a ion o p ocesses
such as his. The adop ion o ools such as he Sus ainabili y Compe ency Map and he
Sus ainabili y Guide o inal p ojec s has p o ided a solid s uc u e o sus ainabili y
assessmen and lea ning.
The p ocess has es ablished an e ec i e and eplicable model o in eg a ing sus ainabili y
in o enginee ing educa ion. The de eloped me hodologies and ools ha e no only been well
ecei ed bu ha e also p o en o be p ac ical and applicable, ensu ing ha s uden s a e
well-p epa ed o con ibu e o sus ainabili y in hei u u e ca ee s. Recommenda ions o
con inuous imp o emen ensu e ha his model will con inue o e ol e in o de o mee
eme ging needs in enginee ing educa ion.
The p ocess and ools p esen ed in his chap e a e p ima ily designed o applica ion wi hin
he Spanish highe educa ion sys em. This ocus s ems om he u iliza ion o he ou
sus ainabili y compe ences de ined by he Rec o s Commi ee o Spanish Uni e si ies
(CRUE) as he ounda ion o he Sus ainabili y Compe ence Map (SCM). Consequen ly,
adap a ions may be necessa y o implemen a ion wi hin he con ex o o he highe educa ion
sys ems, pa icula ly hose wi h dis inc acc edi a ion agency equi emen s.
Fu he mo e, he chap e has speci ically explo ed he applica ion o hese ools wi hin he
ield o enginee ing educa ion. While he co e p ocess emains ele an , adap a ions and
e inemen s will likely be equi ed o success ul implemen a ion in o he disciplines. Fu u e
esea ch endea o s will p io i ize he adap a ion o he ools o a b oade ange o knowledge
ields and educa ional con ex s.
Acknowledgemen s
The ha d wo k o he en i e EDINSOST and EDINSOS2-ODS p ojec eam o e mo e han 6
yea s has made his chap e possible.
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