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Analysis of institutional authors

Tarrazó-Serrano, DAuthorGonzález-Pavón, CAuthorCastiñeira-Ibáñez, SCorresponding AuthorArizo-García, PAuthorUris, AAuthorRubio, CAuthor

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October 11, 2024
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Bridging Sustainability and Physics: Fostering Inclusion and Awareness of SDGs in Engineering Curriculum

Publicated to:International Journal Of Engineering Education. 40 (4): 965-978 - 2024-01-01 40(4), DOI:

Authors: Tarrazo-Serrano, Daniel; Gonzalez-Pavon, Cesar; Castineira-Ibanez, Sergio; Arizo-Garcia, Patricia; Uris, Antonio; Rubio, Constanza

Affiliations

Univ Politecn Valencia, Dept Fis Aplicada, Camide Vera S-N - Author
Univ Politecn Valencia, Dept Prod Vegetal, Camide Vera S-N - Author

Abstract

This study evaluates the integration of the Sustainable Development Goals (SDGs), focusing on SDG 13 (Climate Action), in higher education and its impact on students' awareness and knowledge at the Universitat Politecnica de Valencia. Given the urgency of addressing climate change and its repercussions, the research highlights the pivotal role of education in fostering understanding and engagement with the SDGs, particularly among engineering students. The study utilized pre- and post-awareness session surveys to assess the prior knowledge and subsequent learning progression concerning SDGs among students from the School of Telecommunications Engineering and the School of Agricultural Engineering and Environment. Results indicate a significant knowledge gap, with over 60% of students unaware of the SDGs. However, following targeted educational interventions, a marked increase in SDG comprehension and interest was observed, particularly among students from the agricultural and environmental engineering school, reflecting disciplinary influence on sustainability receptivity. Gender differences emerged, with women more aware of climate change's present effects while men expressed greater interest in future-related issues. Older students demonstrated better content assimilation, and public education students showed higher SDG awareness than those from private institutions. The study underscores the necessity for personalized education strategies and a revised approach to integrating SDGs into curricula and research projects to enhance the effectiveness of sustainability education in preparing future professionals to contribute to global sustainability challenges.

Keywords

Challenge learningMeaningful learningPhysicsProblem-based learningSgds

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal International Journal Of Engineering Education due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2024 there are still no calculated indicators, but in 2023, it was in position , thus managing to position itself as a Q2 (Segundo Cuartil), in the category Engineering (Miscellaneous). Notably, the journal is positioned en el Cuartil Q3 for the agency WoS (JCR) in the category Education, Scientific Disciplines.

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Tarrazó Serrano, Daniel) and Last Author (Rubio Michavila, Constanza).

the author responsible for correspondence tasks has been Castiñeira Ibáñez, Sergio.