Theme: Sustainability in Engineering Education - Integration and Transformation Approaches
Planned Submission Process
Deadline for extended abstracts (800-1000 words) ....... 8 January 2023
Notification of invitation for full paper submission ...... 1 February 2023
Full paper submission due date.................................... 1 September 2023
Instructions for authors
Extended abstracts are submitted here: http://mc.manuscriptcentral.com/ceee
Instructions for preparing the full paper manuscript:
● Anders Rosén, KTH Royal Institute of Technology, Sweden
● Ulrika Lundqvist, Chalmers University of Technology, Sweden
● Mikateko Mathebula, University of the Free State, South Africa
● Arjen Wals, Wageningen University & Research, The Netherlands
Aims and objectives
We invite contributions to a new special issue of the European Journal of Engineering Education on sustainability in engineering education. The focus is on how sustainability and sustainable development can be meaningfully integrated in engineering education, and how even more profound sustainability transformations can be achieved in, as well as through, engineering education.
The subject has developed rapidly in the fourteen years since this journal published a special issue on this topic (Mulder, Bretelle-Desmazieres, & Foxley, 2008). There is now abundant evidence of the unprecedented rate and global scale of human impact on the Earth System (e.g. Steffen et al., 2015; IPCC, 2018; WWF, 2020). Through the adoption of the UN’s 2030 Agenda with the Sustainable Development Goals, and a number of other policies and instruments, the global society and governments all over the world have agreed on the urgent need for change (UN, 2015). As problem solvers and developers of new technology, engineers are considered crucial for sustainable development. However, according to UNESCO (2021), there are significant gaps between current engineering capability and the needs to meet the pressing challenges related to human well-being and health, clean water, food security, biodiversity, climate emergency, energy, urban development, and other vital challenges. It is also important to acknowledge that engineers have played contested roles in history and still do (Lucena & Schneider, 2008; Mathebula, 2018). Further, the emphasis in transition movements on social learning, dialogue and co-creation, and the recognition that transitions in the context of wicked sustainability problems are inevitably iterative and reflexive and, in sense, cannot be engineered, calls into question the whole notion of engineering and, indeed, of engineering education.