Life cycle assessment teaching innovation: experiences from a Brazilian higher education institution
International Journal of Sustainability in Higher Education
ISSN: 1467-6370
Article publication date: 15 September 2022
Issue publication date: 24 January 2023
Abstract
Purpose
The inclusion of sustainability in higher education courses has been debated in recent decades and has gained particular emphasis throughout the COVID-19. This paper aims to show how the context of the pandemic, which demanded the transition from in-person classes to virtual classes, was used to illustrate better the concepts of life cycle assessment (LCA) for Production Engineering students in a Brazilian University.
Design/methodology/approach
The research strategy used was action research. Throughout the discipline offering, the environmental impacts resulting from in-person and remote classes were comparatively assessed through a practical activity using LCA. Students’ behaviour and perception of the activities were recorded by the professor and discussed with the other researchers on the team. At the end of the course, students answered a questionnaire to assess their satisfaction with different aspects of the discipline, and these data were analysed via Fuzzy Delphi.
Findings
The results focus on discussing the pedagogical aspects of this experience and not the environmental impacts resulting from each class modality. It was possible to notice a greater engagement of students when using a project that directly involved their daily activities (food, transportation, use of electronics, etc.) compared to the traditional approach of teaching LCA concepts. In this traditional approach, the examples focussed on the industrial sector, a more distant context from the reality of most students. Student feedback demonstrated great acceptance by them regarding the approach adopted.
Originality/value
This study contributes to expanding debates about sustainability insertion in higher education and the training of professionals more aligned with the sustainable development agenda.
Keywords
Acknowledgements
This work was supported by the Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), under the grants 304145/2021-1, and 302722/2019–0; by the Fundação de Amparo á Pesquisa do Estado de São Paulo (FAPESP), under the grant 2021/06685-1; and by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001.
Citation
Silva, D.A.L., Giusti, G., Rampasso, I.S., Farrapo Junior, A.C. and Anholon, R. (2023), "Life cycle assessment teaching innovation: experiences from a Brazilian higher education institution", International Journal of Sustainability in Higher Education, Vol. 24 No. 2, pp. 449-461. https://doi.org/10.1108/IJSHE-08-2021-0357
Publisher
:Emerald Publishing Limited
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