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Transformative learning for sustainability and ethics in STEAM higher education: a systematic review of best practices
Tejedor, G. Segalas, J. Aranda, H. López, D. Masseck, T. Sonetti, G. Molins, G. Poch, M. Puig- Vidal, E.
Tejedor, G.
Segalas, J.
Aranda, H.
López, D.
Masseck, T.
Sonetti, G.
Molins, G.
Poch, M. Puig-
Vidal, E.
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EESD2025_#79_Tejedor.pdf
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Date
2025
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Abstract
The global urgency for sustainability highlights the need for higher education to cultivate transformative learning (TL) approaches that empower graduates to act as ethical and proactive agents of change. The project Transformative Learning for Sustainability and Ethics in STEAM Higher Education (TL-SEEDS) addresses this challenge by investigating how student's cognitive biases, such as confirmation bias and cognitive dissonance, often hinder their capacity to critically reflect and integrate sustainability and ethical competences into their professional and personal contexts. This study presents a systematic literature review conducted under Objective 2 of TL-SEEDS, aiming to analyse state-of-the-art TL practices in higher education. The review methodology was informed by the PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) methodology principles, drawing from previous research to tailor the process to the specific aims of the project's Objective 2. Supported by AI-enhanced search strategies, the review synthesized studies on TL processes, cognitive biases, and emotional wellbeing, with particular focus on technological disciplines. It identifies key strategies such as fostering agency, promoting interdisciplinary collaboration, and engaging students in real-world sustainability challenges, all aimed at counteracting cognitive biases and enhancing ethical competence. The importance of creating structured spaces for emotional engagement within TL experiences is also emphasized. Through this research, TL- SEEDS lays the groundwork for innovative solutions that bridge learning gaps.
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Keywords (free text)
engineering ethics, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering