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Fostering hope in engineering for sustainable development
Morgan, Dai C. Ahern, Jennifer R. Byrne, Edmond P. Ellis, Naoko Gladwin, Derek
Morgan, Dai C.
Ahern, Jennifer R.
Byrne, Edmond P.
Ellis, Naoko
Gladwin, Derek
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EESD2025_#52_Morgan.pdf
Adobe PDF, 409.65 KB
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Editors
Date
2025
Educational Level
Curriculum Area
Geographical Setting
UK
Canada
Ireland
Canada
Ireland
Abstract
Engineering Education for Sustainable Development requires serious engagement with a range of negative interconnected phenomena such as poverty, inequality and the climate and nature crisis, in order to ground understanding of the polycrisis (Morin and Kern, 1999, p.74). In this context, we have identified 'Hope' as a promising response. Although definitions of hope are diverse, we draw attention to the need to support students as 'change agents' in taking creative and positive action, whilst respecting the complexity of the systems which they are trying to influence. Hope has been studied in a variety of educational contexts, but there are few case study accounts introducing hope into the context of engineering for sustainable development. We outline interventions which introduce three distinct groups of engineering students to hope in different ways. Our reflections suggest that these sessions stimulated aspects of systems literacy and fostered distinctly positive outcomes for at least some of the students involved.
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Keywords (free text)
case-based learning, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering