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Embedding sustainable development into engineering education: showcasing a practice within an energy engineering module at NMITE
Oyekale, Joseph O. Atuonwu, James
Oyekale, Joseph O.
Atuonwu, James
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Date
2025
Educational Level
ISCED Level 5 Batchelor's or equivalent
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
This paper aims to showcase a pedagogical approach to embedding sustainable development into engineering education based on the practice within a module at the New Model Institute for Technology and Engineering (NMITE), Hereford, United Kingdom. It is an innovative institution with the aim of disrupting engineering education, for efficient transmutation of students into engineering managers who would be work-ready and world-conscious imminently upon graduation. Based on a concise literature review conducted, energy and thermo-fluid contents are being leveraged to embed sustainability in higher education curricula, although their true impacts, in terms of learnings that students can translate into real- world practices, are yet to be quantified adequately. Thus, more research is needed to describe real practices in energy engineering modules, for systematic measurement of the qualitative/quantitative effects of sustainability embedment in them, which has necessitated this paper. Conscious efforts were made at the start to gauge students' prior knowledge in an Energy Engineering module delivered to FHEQ Level 5 (Second Year) students, via in-studio interactions and polling. A mix of evidence-based pedagogies were then adapted innovatively to deliver the module contents. In particular, the flipped-classroom, peer- instruction, problem-based learning and research-based learning approaches were intertwined for the delivery of the module syllabus, in a classical block model. Authentic assessments were leveraged specifically to spur students' awareness of sustainability issues and their responsibilities as future engineers. In the essay assessment, the students identified at least three hard-to-decarbonise industries and discussed the current roles and future potentials of some highlighted sustainable energy technologies in abating carbon emissions in those industries. In another assessment, a Design Proposal with Justifications, an industry partner presented a challenge to the students, as is the case with most modules at the Institute, aimed in this case at introducing the students to the energy trilemma within a typical food manufacturing plant and possible strategies to improve energy efficiency and reduce carbon emissions. Objective analyses of the students' works and results of a post-module survey revealed that real learning had taken place around energy recovery and equipment optimization in an industrial process, for enhanced energy efficiency and decarbonisation. Specifically, based on the survey with responses from 20 out of the total 26 module students, an average of 76% of the respondents rated the quality and depth of the knowledge acquired to be outstanding, about 75% considered their exposure to the industry excellent, while about 73% attributed the assessments set to be fit for purpose, which again were aimed at embedding sustainability in engineering education. In sum, embedment of sustainability in engineering education could be enhanced by setting real assessments that expose students to sustainability issues, giving them ample opportunities to reflect on their roles and responsibilities in tackling such issues in the real world.
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Keywords (free text)
problem-based learning, industry collaboration, studio model, engineering education, engineering for sustainable development, education for sustainabilty, sustainability in engineering