Literaturnachweis - Detailanzeige
| Autor/inn/en | Silva, Diogo Aparecido Lopes; Giusti, Gabriela; Rampasso, Izabela Simon; Farrapo Junior, Antonio Carlos; Anholon, Rosley |
|---|---|
| Titel | Life Cycle Assessment Teaching Innovation: Experiences from a Brazilian Higher Education Institution |
| Quelle | In: International Journal of Sustainability in Higher Education, 24 (2023) 2, S.449-461 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1467-6370 |
| DOI | 10.1108/IJSHE-08-2021-0357 |
| Schlagwörter | Sustainability; Higher Education; COVID-19; Pandemics; Engineering Education; College Students; Foreign Countries; Electronic Learning; Learning Activities; Student Behavior; Student Attitudes; Conservation (Environment); Brazil |
| 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. (As Provided). |
| Anmerkungen | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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