Three dimensions of characterizing courses for sustainability in engineering education: Models, approaches and orientations

Abstract

Worldwide universities are changing their curriculum in response to the Barcelona Declaration. The adaptations include the integration of sustainability courses in engineering education. The various courses have been constructed with different kind of earning objectives and different interpretations of the stainability concept. The paper introduces three dimensions of characterizing sustainability courses in engineering education; models, approaches and orientations. The paper reviews 30 articles and presents examples of sustain ability courses that have been characterized based on the three dimensions. The conclusion is that the three dimensions of characterization can provide concrete perspectives on constructing and designing of sustainability course in engineering education.