Engineering education for sustainable development

Citation

(2003), "Engineering education for sustainable development", International Journal of Sustainability in Higher Education, Vol. 4 No. 2. https://doi.org/10.1108/ijshe.2003.24904baf.001

Engineering education for sustainable development

Results of the Environmental Engineering for Sustainable Development (EESD) Conference, held in Delft, The Netherlands, on 24-25 October 2002

Man’s exploitation of the biosphere is threatening its very existence and delicate balance. As the world has become a global society, structural problems like depletion of resources, clean water, poverty and malnutrition are threatening the safety and stability of modern society. Over the last few decades, the pressure on the global environment has become self-evident, leading to a common outcry for sustainable development. In the words of the Brundtland report, we must learn to care for the needs of the present without comprising the ability of future generations everywhere to meet their own needs. The awareness is there. What is required is a comprehensive strategy for building a sustainable future, which is equitable for all human beings, as highlighted by the Rio Conference (UNCED) in 1992 and confirmed in the recent Johannesburg Conference in 2002. This requires a new frame of mind, new sets of values and new technologies that are ecologically, economically and socially sound.

Engineering education at all levels, especially higher education for the training of decision-makers, researchers and teachers, should be oriented towards sustainable development and foster environmentally-aware attitudes, skills and behaviour patterns, as well as a sense of ethical responsibility. The purpose of this document is to translate this aim into concrete targets that could help universities of technology to set targets for reforming their educational programs.

The role of universities of technology

Universities of technology (or technical universities as they are called in some countries) and equivalent institutions of higher education train the future generations of engineers and have expertise in all fields of technological research and design. Their contribution concerns optimisation and improvement of existing technological systems to fulfil peoples’ needs in an environmentally sound way, as well as renewal to jump to new (technological) systems in the longer term. Indeed, universities are increasingly called upon to play a leading role in developing a multidisciplinary and ethically-oriented form of education in order to devise solutions for the problems linked to sustainable development. Universities of technology, often looked on as establishments of stagnation, can take the opportunity to become forerunners of a sustainable future. The engineering community, including its organisations, should be ready for the challenge of sustainable development. It should be avoided that institutional structures refract good intentions.

To achieve these aims and fulfil their basic mission, universities of technology should make every effort to subscribe to and implement the principles of action as proposed, for example, in the Copernicus University Charter. These principles need some specification for universities of technology and equivalent institutions and a focus on the profession of engineers.

Institutions of engineering education

Engineering institutions will apply, within their own premises, only those technologies that are over average in environmental performance. Engineering institutions are committed to research and development that will contribute to SD; engineering institutes will be open to transdisciplinary research for SD.

New paradigms in engineering education

Engineering students should learn to reflect critically on traditional engineering paradigms. A new engineering paradigm has to be developed, targeting a sustainable society, enhancing new engineering careers and new academic careers, from discipline-oriented approaches to integrated approaches.

Integration with social sciences

The transition to new paradigms asks investments to close the gap between engineering and social sciences. It comprises a new choice of the system boundaries in which engineering takes place. It requires consciousness about the international and cultural differences in the understanding and appreciation of needs for the systems co-evolutionary approach. In each region of the world a unique path to sustainable development has to be identified.

Engineering in a sustainability context is more than environmental engineering. Integration of engineering schools with social, cultural and economic sciences is strongly needed to allow more tangible decision making in a highly materialized society. Problem oriented and function directed education and inter- and trans disciplinary approaches have to be elements in engineering courses.

On the other hand, social, cultural and economic scientists should be familiarised with the characteristics of the engineers’ approach to be real partners in interdisciplinary cooperation. Engineering institutions should actively offer their participation in the training of non-engineers. Engineering institutes should offer their cooperation to institutions from underdeveloped nations.

Education

Engineering students should be trained to:

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  recognize the problems of our global society;

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  assess the contribution that technology might offer in solving these problems;

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  assess the limitations of technological solutions;

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  acquire a basic knowledge of social science; and

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  study interdisciplinary projects in cooperation with students of social sciences or humanities.

Lifelong learning and in-service training (e.g. provided by open universities) using ICT may play a significant role in the exchange and dissemination of new scientific knowledge and best practices. ICT may well be used for this purpose in educational courses.

Learning by teachers

A new teaching approach oriented towards sustainable development means an extension of good teaching practices. Basic courses, integration into disciplines, development of new disciplines and specialisation in systems approaches are at stake nowadays already, and will be even more so in the future. Exchange of experiences may be a most valuable contribution towards:

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  improving the quality of engineering curricula; and

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  having lecturers reflect upon their own courses.

Further information on the EESD Conference, on this conference document and follow-up events can be obtained from: Dr Karel F. Mulder, Delft University of Technology, Faculty of Technology Policy & Management, Jaffalaan 5, NL 2628 RZ Delft. Tel: +31-15-2781043; Fax: +31-15-2783177; E-mail: k.f.mulder@tbm.tudelft.nl