Systematic review of how engineering schools around the world are deploying the 2030 agenda

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dc.contributor.authorRomero Yesa, Susana
dc.contributor.authorAláez, Marian
dc.contributor.authorAmo Filvà, Daniel
dc.contributor.authorFonseca Escudero, David
dc.date.accessioned2025-10-22T07:18:27Z
dc.date.available2025-10-22T07:18:27Z
dc.date.issued2020-06-19
dc.date.updated2025-10-22T07:18:27Z
dc.description.abstractAt the UN Summit in New York 2015 it was agreed that a sustainable development of the planet is essential to strengthen universal peace in a broader capacity. On that basis, a call was made to all nations to achieve this through the 2030 Agenda. The issue is a complex one, as is evident from its 17 Sustainable Development Goals (SDGs) and their interwoven interaction. Engineering plays a leading role in achieving the great majority of the SDGs. For this reason, engineering education should focus its efforts on training engineers to be active agents of sustainability in the world. Our research question is, in fact, how the engineering higher education institutions around the world are deploying the 2030 Agenda. To answer it, we carried out a systematic review of the literature regarding SDGs and engineering schools in the Scopus andWeb of Science (WOS) databases. We applied PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) methodology and, as a result, 22 papers were thoroughly studied. The results showed a consensus on the need for collaboration among the different stakeholders to achieve the desired degree profile of responsible engineers. Proposals to ensure this are diverse. They range from changes in curricula and competencies to a variety of teaching-learning strategies. Finally, future lines of research are identified from this study.en
dc.description.sponsorshipThis research was co-funded by the support of the Secretaria d’Universitats i Recerca of the Department of Business and Knowledge of the Generalitat de Catalunya with the help of 2017 SGR 934, and also the research that led to these results was carried out using funds from “Obra Social–la Caixa” and aid for the intensification of the research activity of the PDI (Personal Docente Investigador) of the URL (Ramon Llull University) for the first term of the course 2019–20 (rector resolution URL/R21/2019) with the number: 2019-URL-IR1rQ-043. The paper also addresses the aims of the project “Improving social and collaborative competences of undergraduate students using active methodologies. A mixed assessment approach”, presented at the VI Call of ACM (Aristos Campus Mundus) Research Projects—2020en
dc.identifier.citationRomero, S., Aláez, M., Amo, D., & Fonseca, D. (2020). Systematic review of how engineering schools around the world are deploying the 2030 agenda. Sustainability (Switzerland), 12(12). https://doi.org/10.3390/SU12125035
dc.identifier.doi10.3390/SU12125035
dc.identifier.eissn2071-1050
dc.identifier.urihttps://hdl.handle.net/20.500.14454/4052
dc.language.isoeng
dc.publisherMDPI
dc.rights© 2020 by the authors
dc.subject.other2030 Agenda
dc.subject.otherEngineering education
dc.subject.otherHigher education
dc.subject.otherSDGs
dc.subject.otherSustainable development goals
dc.subject.otherSystematic review
dc.titleSystematic review of how engineering schools around the world are deploying the 2030 agendaen
dc.typereview article
dcterms.accessRightsopen access
oaire.citation.issue12
oaire.citation.titleSustainability (Switzerland)
oaire.citation.volume12
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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