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This work was supported by the Spanish Ministerio de Ciencia, Innovacion y Universidades, the Spanish Agencia Estatal de Investigacion (AEI), and the Fondo Europeo de Desarrollo Regional (FEDER), from study design to submission, under grant number RTI2018-094982-B-I00.

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Article

Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education

Publicated to:Sustainability. 13 (21): 12154- - 2021-11-01 13(21), DOI: 10.3390/su132112154

Authors: Sanchez-Carracedo, Fermin; Segalas, Jordi; Bueno, Gorka; Busquets, Pere; Climent, Joan; Galofre, Victor G.; Lazzarini, Boris; Lopez, David; Martin, Carme; Minano, Rafael; Camara, Estibaliz Saez de; Sureda, Barbara; Tejedor, Gemma; Vidal, Eva;

Affiliations

Univ Basque Country UPV EHU, Fac Engn Bilbao, Bilbao 48013, Spain - Author
Univ Politecn Catalunya UPC BarcelonaTech, Dept Comp Architecture, Barcelona 08034, Spain - Author
Univ Politecn Catalunya UPC BarcelonaTech, Dept Min Ind & ICT Engn, Barcelona 08034, Spain - Author
Univ Politecn Catalunya UPC BarcelonaTech, Univ Res Inst Sustainabil Sci & Technol, Barcelona 08034, Spain - Author
Univ Politecn Madrid UPM, Innovat & Technol Dev Ctr, Madrid 28040, Spain - Author
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Abstract

This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, specifically, to the Sustainable Development Goals (SDG). The first tool, the "Engineering Sustainability Map ", contains ESD-related learning outcomes that any engineering student should have acquired upon completion of their studies. These learning outcomes are described according to four sustainability competencies: (1) Critical contextualization of knowledge, (2) Sustainable use of resources, (3) Participation in community processes, and (4) Application of ethical principles. The second tool, the "Sustainability Presence Map " of a degree, shows the percentage of the presence in the curriculum of each sustainability competency. The calculation of the presence of each competency is based on the effective integration of the related learning outcomes into a specific curriculum. Respective data are provided by teachers responsible for the coordination of the different subjects of the degree, collected by means of a questionnaire. The third tool presented is a questionnaire aimed at measuring the level of ESD that students perceive they have acquired through each competency. The comparison of data resulting from the Sustainability Presence Map with the data from the student questionnaire is the first step that allows the effectiveness of embedding ESD in a degree to be determined, a proper learning assessment will confirm such effectiveness. The three tools presented in this work have undergone a validation process and are currently being used in a set of engineering degrees related to the EDINSOST2-SDG project. The results of the application of these tools are part of the future research work of the authors.

Keywords
CurriculumEducation for sustainabilityEducation for sustainable developmentEducation for sustainable development goalsEngineering sustainability mapKey competencesSustainability assessmentSustainability presence mapVision

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Sustainability due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2021, it was in position , thus managing to position itself as a Q1 (Primer Cuartil), in the category Geography, Planning and Development.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations from Scopus Elsevier, it yields a value for the Field-Weighted Citation Impact from the Scopus agency: 1.21, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Field Citation Ratio (FCR) from Dimensions: 19.55 (source consulted: Dimensions May 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-05-22, the following number of citations:

  • WoS: 2
  • Scopus: 24
  • OpenCitations: 16
Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-05-22:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 126.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 122 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 1.
  • The number of mentions on the social network X (formerly Twitter): 1 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.