Preparing Engineering Students for the Challenges of the SDGs: What Competences Are Required?

Autor/inn/en	Beagon, Una; Kövesi, Klara; Tabas, Brad; Nørgaard, Bente; Lehtinen, Riitta; Bowe, Brian; Gillet, Christiane; Spliid, Claus Monrad
Titel	Preparing Engineering Students for the Challenges of the SDGs: What Competences Are Required?
Quelle	In: European Journal of Engineering Education, 48 (2023) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beagon, Una) ORCID (Bowe, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2033955
Schlagwörter	Engineering Education; Barriers; Sustainable Development; Objectives; Comparative Analysis; Program Development; Cross Cultural Studies; College Faculty; Teacher Attitudes; Employer Attitudes; Student Attitudes; Undergraduate Students; Foreign Countries; Systems Approach; Strategic Planning; Thinking Skills; Competency Based Education; Critical Thinking; Empathy; Interpersonal Competence; Problem Solving; Interdisciplinary Approach; Expertise; Denmark; Finland; France; Ireland; European Union + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Nachhaltige Entwicklung; Goal definition; Zielsetzung; Programmplanung; Cultural comparison; Kulturvergleich; Fakultät; Lehrerverhalten; Arbeitgeberinteresse; Schülerverhalten; Ausland; Systemischer Ansatz; Strategy; Planning; Strategie; Planung; Denkfähigkeit; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kritisches Denken; Empathie; Interpersonale Kompetenz; Problemlösen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Expert appraisal; Dänemark; Finnland; Frankreich; Irland
Abstract	Despite the emerging discussions about the growing role of engineers in achieving the Sustainable Development Goals (SDGs), there is a lack of agreement on which competences should be prioritised to prepare engineering students to resolve future sustainability challenges. This study examined and compared the views of key stakeholders of engineering education (Academics, Employers and Students) using twelve focus groups in Denmark, Finland, France and Ireland. The findings were mapped against competences identified in previous studies to highlight gaps and opportunities for development. The results confirm the strong emphasis on normative, strategic and systems thinking competences in engineering. However, the outcomes also lack acknowledgement of anticipatory competence, contradicting the future oriented perspective required to achieve sustainable development. The findings can be used by educators to inform programme development and to implement opportunities for students to develop the competences necessary to support sustainable development and the SDGs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01