Contextualizing Sustainability Education in Engineering: Integrating Learner Backgrounds for Effective Engagement

Contextualizing Sustainability Education in Engineering: Integrating Learner Backgrounds for Effective Engagement

What is this Research About?

Understanding the factors that influence environmental awareness among engineering students is crucial for developing sustainability-focused curricula that adequately integrate environmental, social, and economic dimensions. This study examines how household locations impacts first-year engineering students' environmental knowledge, sustainability awareness, and resistance to behavioral change. Using Geographic Information Systems (GIS), the research analyzed survey data from students at Purdue University located in West Lafayette, Indiana, United States, revealing significant regional differences in environmental attitudes and knowledge. In this study, the researchers investigated how some parameters associated with household location such as urban vs. rural, proximity to water, and land- use patterns, affects students’ environmental awareness and receptiveness to sustainability education.

What did the Researchers Do?

The study surveyed 3,109 first-year engineering students over three years, collecting data on their environmental awareness, self-reported knowledge, and resistance to change. Using GIS, researchers mapped students’ household locations and analyzed factors such as proximity to natural features (e.g., rivers) and urbanization levels. A comparative analysis was conducted between regions in United States and international students to assess variations in environmental awareness. Additionally, a more detailed GIS analysis was performed on students from Indiana to explore localized influences on knowledge and attitudes toward environmental sustainability.

What did the Researchers Find?

International students reported higher environmental awareness than their US-based counterparts. Urban students exhibited greater knowledge of environmental and policy aspects of sustainability than rural students. Surprisingly, proximity to water correlated with lower environmental knowledge, suggesting that access to nature does not always translate into awareness. Students from high-density urban areas exhibited lower resistance to change, potentially making them more receptive to sustainability initiatives. The findings presented by researchers in this study highlight the importance of considering geographic and contextual factors in designing sustainability education, where urban students may benefit from policy-driven case studies, while rural students may engage more effectively through hands-on, place-based learning.

→  How to Implement this Research in Your Classroom

Tailoring sustainability education to learner experiences can bridge knowledge gaps in sustainable engineering literacy. A balanced approach ensures inclusivity for students from diverse geographical backgrounds in post-secondary classrooms.

Blended place-based learning helps students explore sustainability in different contexts. Interdisciplinary teams can compare urban policy-driven initiatives with rural conservation efforts.

Community-based projects and rotational experiential learning encourage diverse perspectives and knowledge-sharing across backgrounds. Multi-perspective learning ensures students develop a deep and actionable understanding of sustainability.

Integrating dynamic, problem-solving learning experiences can encourage proactive sustainability engagement. Students can analyze sustainability factors in their regions using GIS tools, making issues personally relevant.

→  Citation

Weber, N., Dyehouse, M., Miller, C. C., Fang, J., Hua, I., & Strobel, J. (2013). Impact of household location on first-year engineering students’ environmental awareness and resistance to change. Journal of Engineering Education, 102(4), 603–625. https://doi.org/10.1002/jee.20028

→  Keywords

  • Sustainabile engineering literacy
  • Engineering education
  • Environmental awareness
  • Geographic information systems
  • Blended place-based learning

Creative Commons by logo This work is licensed under the Creative Commons Attribution 2.0 Canada License

Snapshot Writer: Negin Ficzkowski

Snapshot Publication Date: 2025

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