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A compensatory pedagogical intervention through the lens of sustainability for equity-driven education
Habash, Riadh Baho, George Y.
Habash, Riadh
Baho, George Y.
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EESD2025_#88_Habash.pdf
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Authors
Editors
Date
2025
Educational Level
ISCED Level 5 Batchelor's or equivalent
Curriculum Area
Geographical Setting
Canada
United Kingdom of Great Britain and Northern Ireland
United Kingdom of Great Britain and Northern Ireland
Abstract
This study presents course-based undergraduate research framed within sustainability as an effective tool for active learning and a compensatory pedagogical intervention aimed at promoting equity in engineering education. This collaborative experience positions students at the heart of the learning process, fostering equitable education through its compensatory impact. The objectives include bridging the achievement gap, increasing graduation rates, and cultivating students' enthusiasm and readiness for future academic and professional pursuits. The study first presents an initiative called the "course-based undergraduate sustainability research experience (CUSRE)" as a central methodology in teaching two undergraduate courses at the University of Ottawa, Canada. Students worked collaboratively in small groups to acquire key skills and sustainable development (SD) knowledge through student-directed personalized research cases and projects. This learning experience yielded substantial knowledge gains and a high success rate. The intervention was expanded and tailored to the Global Banking School in the UK, making it more suitable for a wider audience. The results support a collaborative teaching environment and promote fairer assessments.
Description
Keywords (free text)
active learning, equity, diversity & inclusion, program assessment, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering