ORCID

Abstract

In today's landscape of global challenges, the role of the engineer is experiencing a significant transformation. The expectations of engineers are no longer confined to traditional technical expertise; they are increasingly acknowledged as key players in driving sustainable development agendas on a global scale. As nations endeavour to achieve the ambitious targets outlined in the United Nations Sustainable Development Goals (SDGs), it becomes imperative to equip engineers with a diverse skillset capable of addressing increasingly intricate and multifaceted projects, often characterised as “wicked” problems. The PROFESS 12 research project was conceived to address the gap between traditional and required skills by piloting a summer school which sought to expose students to opportunities where they can develop some of the required skills. This paper describes the design of the summer school and provides evidence from student feedback of its value and effectiveness in addressing learning outcomes. The resources from the design of this summer school can be used by educators who wish to contribute to activities to enhance skills in engineering students.

Keywords

Active Learning, Engineering Education for Sustainable Development, Intercultural Skills, SDGs, Summer School

Publication Date

2024-01-01

Event

52nd Annual Conference of the European Society for Engineering: Educating Responsible Engineers, SEFI 2024

Publication Title

SEFI 2024 - 52nd Annual Conference of the European Society for Engineering, Proceedings: Educating Responsible Engineers

Publisher

European Society for Engineering Education (SEFI)

ISBN

9782873520274, 9782873520274

First Page

1190

Last Page

1199

Deposit Date

2025-08-01

Creative Commons License

Creative Commons Attribution-NonCommercial 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Download


Share

COinS