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Mathematics in engineering education as a catalyst for diversity, sustainability, and global impact
Peers, Sarah M.C.
Peers, Sarah M.C.
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EESD2025_#70_Peers.pdf
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Date
2025
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Abstract
Mathematics is considered a vital part of engineering education; however, it often presents challenges in creating a more inclusive profession by placing barriers to entry. Yet practicing engineers in industry often report that the maths they learnt (or suffered) as students is rarely of practical use beyond university. In addition, there is evidence that the most common approaches to teaching and learning maths is not effective in creating mathematical thinkers. These three dimensions represent both an opportunity and a necessity to rethink and reshape our approaches to mathematics teaching and learning. Addressing the barriers to mathematics at entry, such as unequal prior preparation and perceptions of accessibility, is essential for broadening participation and fostering gender and wider diversity in engineering. In this paper we discuss the practical issues of reducing the usual requirements for mathematics at entry, and how this single step has impacted the teaching and learning in our engineering programmes. The links to global issues of women in STEM and the local questions for underrepresented socioeconomic groups in higher education engineering are also considered. Innovative approaches to teaching mathematical problem-solving - emphasizing real-world relevance and contextualized learning - can better engage engineering students. By embedding mathematics into engineering problem-based learning and integrating sustainability and social dimensions, students develop a deeper understanding of mathematics and how engineering solutions intersect with global challenges, such as climate change and social inequities. We also present how by identifying clearly what is meant by mathematical thinking and fluency, we might be better able to equip our students with a mathematical education more suited to becoming effective engineers. The focus on fluency in mathematics reading and interpretation, and mathematical thinking characterized by critical reasoning, creativity, and adaptability, equips future engineers to navigate complex, interdisciplinary problems. These cognitive skills are essential for achieving the United Nations Sustainable Development Goals (SDGs), which demand equitable as well as innovative solutions. A mathematics curriculum that prioritizes inclusivity and relevance can not only mitigate attrition among diverse cohorts and so address the SDGs for meaningful work and gender equality, but it can also enhance the societal impact of engineering practice by cultivating professionals more attuned to global needs. This approach to mathematics in engineering education could provide engineers better prepared to meet the SDGs through solutions that are not only technically sound but also socially and environmentally responsible. Ultimately, reframing mathematics as an accessible, meaningful, and inclusive discipline has the potential to redefine engineering education, empowering a new generation of engineers to address global challenges with empathy, equity, and effectiveness.
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Keywords (free text)
problem-based learning, industry collaboration, UN SDGs, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering