Rights statement: This is the author’s version of a work that was accepted for publication in Journal of Cleaner Production. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Cleaner Production, 181, 2018 DOI: 10.1016/j.jclepro.2017.12.130
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - A Systematic Review of the Literature on Integrating Sustainability into Engineering Curricula
AU - Thürer, Matthias
AU - Tomašević, Ivan
AU - Stevenson, Mark
AU - Qu, Ting
AU - Huisingh, Don
N1 - This is the author’s version of a work that was accepted for publication in Journal of Cleaner Production. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Cleaner Production, 181, 2018 DOI: 10.1016/j.jclepro.2017.12.130
PY - 2018/4/20
Y1 - 2018/4/20
N2 - Higher education plays an important role in furthering the sustainability agenda, as reflected in a growing body of literature. While there have been several recent reviews of this work, these have been limited in scope and do not explicitly discuss implementations of sustainability in higher education curricula. In response, this paper presents a comprehensive, systematic review of the literature on integrating sustainability into curricula at both an undergraduate and postgraduate level of study in one particular subject area – engineering. A total of 247 articles, of which 70 were case reports, have been analyzed. Twelve future research questions emerged from the analysis, including: the exploration of the knowledge and value frameworks of students and teachers; the exploration of stakeholder influence, including by accreditation institutions, industry partners, parents, and society; and, the use of competencies to evaluate implementations. It is hoped that answering these questions will help to enhance education such that engineers are prepared, engaged, and empowered to confront the environmental, social, and economic challenges of the 21st century.
AB - Higher education plays an important role in furthering the sustainability agenda, as reflected in a growing body of literature. While there have been several recent reviews of this work, these have been limited in scope and do not explicitly discuss implementations of sustainability in higher education curricula. In response, this paper presents a comprehensive, systematic review of the literature on integrating sustainability into curricula at both an undergraduate and postgraduate level of study in one particular subject area – engineering. A total of 247 articles, of which 70 were case reports, have been analyzed. Twelve future research questions emerged from the analysis, including: the exploration of the knowledge and value frameworks of students and teachers; the exploration of stakeholder influence, including by accreditation institutions, industry partners, parents, and society; and, the use of competencies to evaluate implementations. It is hoped that answering these questions will help to enhance education such that engineers are prepared, engaged, and empowered to confront the environmental, social, and economic challenges of the 21st century.
KW - Sustainability
KW - Education for sustainable development
KW - Engineering education
U2 - 10.1016/j.jclepro.2017.12.130
DO - 10.1016/j.jclepro.2017.12.130
M3 - Journal article
VL - 181
SP - 608
EP - 617
JO - Journal of Cleaner Production
JF - Journal of Cleaner Production
SN - 0959-6526
ER -