Pedagogical Approaches for Sustainable Development in Building in Higher Education

Alexander Martín-Garin, José Antonio Millán-García, Iñigo Leon, Xabat Oregi, Julian Estevez and Cristina Marieta
Additional contact information
Alexander Martín-Garin: ENEDI Research Group, Department of Thermal Engineering, Faculty of Engineering of Gipuzkoa, University of the Basque Country UPV/EHU, Plaza Europa 1, 20018 Donostia-San Sebastián, Spain
José Antonio Millán-García: ENEDI Research Group, Department of Thermal Engineering, Faculty of Engineering of Gipuzkoa, University of the Basque Country UPV/EHU, Plaza Europa 1, 20018 Donostia-San Sebastián, Spain
Iñigo Leon: Department of Architecture, University of the Basque Country UPV/EHU, Plaza Oñati 2, 20018 Donostia-San Sebastián, Spain
Xabat Oregi: Department of Architecture, University of the Basque Country UPV/EHU, Plaza Oñati 2, 20018 Donostia-San Sebastián, Spain
Julian Estevez: Department of Mechanical Engineering, Faculty of Engineering of Gipuzkoa, University of the Basque Country UPV/EHU, Plaza Europa 1, 20018 Donostia-San Sebastián, Spain
Cristina Marieta: Department of Chemical and Environmental Engineering, Faculty of Engineering of Gipuzkoa, University of the Basque Country UPV/EHU, Plaza Europa 1, 20018 Donostia-San Sebastián, Spain

Sustainability, 2021, vol. 13, issue 18, 1-22

Abstract: Education for sustainable development (ESD) is one of the great challenges that university faculties have to face. Therefore, a multidisciplinary team from the faculty of Engineering of Gipuzkoa (EIG) at the University of the Basque Country (UPV/EHU) has developed pedagogical approaches to apply in construction degrees, namely Civil Engineering and Technical Architecture. Pedagogical tools, such as problem-based learning (PBL) or research-based learning (RBL), and environmental tools, such as the life cycle assessment (LCA) and computational thinking (CT), have been used; in doing so, they acquire a sustainable approach to work “soft-skills” competencies into sustainability. For example, research-based tools have helped to revalorize waste both outside and inside the university; they have contributed to more sustainable industrial processes, collaborative research projects, and participation in conferences and scientific publications. Based on academic results, the designed tools are appropriate for teaching in Technical Architecture and Civil Engineering degrees; however, to demonstrate their potential in terms of sustainable education, holistic rubrics based on in-depth quantitative educational research are required. Thus, to analyze the ability of the students to incorporate sustainability principles in their work, the multidisciplinary team presenting this paper plans to collaborate with psychologists and sociologists within the framework of the Bizia-Lab program of the UPV/EHU.

Keywords: ESD; higher education; teaching; engineering; construction; PBL; RBL; LCA; CT (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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