Skip to main navigation menu Skip to main content Skip to site footer
IJRDO - Journal of Mechanical And Civil Engineering

Articles

Vol. 7 No. 4 (2021): IJRDO - Journal of Mechanical and Civil Engineering (ISSN: 2456-1479)

The INTERNATIONAL SUSTAINABILITY UNIVERSITY EDUCATION FOR ARCHITECTURE, ENGINEERING AND CONSTRUCTION (AEC) COURSES: A CASE FOR GLOBAL CLASSROOM.

DOI
https://doi.org/10.53555/mce.v7i4.4260
Submitted
April 22, 2021
Published
April 28, 2021

Abstract

Sustainability university education is targeted at social-environmental local problems to provide contextual solutions that have positive global impacts. As such, it is important for educational experiences of university students to be ascertain to close the gap between knowledge and skills for globalized sustainability education. However, not much has been pursuit in the novelty of globalization of sustainability education, particularly in Nigeria. Yet, The Global Classroom for the globalization of sustainable education provides many opportunities for the global sustainability concerns. These opportunities include; global outlook to sustainable solutions, virtual educational technologies enhancement, established international standards and quality of students, promotes cross-cultural fluency, multiple and diverse partnerships and integration of sustainability practices into university educational experiences. A two sections questionnaire survey was conducted amongst 120 academic staff of Architecture, Engineering and Construction (AEC) professionals in a Nigerian University. The theoretical underpins were validated and the contextual challenges for a Global Classroom perceived includes; lack of constant electricity and internet, differences in time zones, language barriers, lack of virtual learning technology, lack of adequate sustainability knowledge  and absent of regulations to support Global Classroom. This study concludes with deduced reflections on the necessary requirements for promoting Global Classroom as its recommendations, one of which is the promotion of institutionalized regulations to support Global Classroom.

References

  1. Adler, P.A., & Adler, P. (2011). The Tender Cut: inside the hidden world of self-injury. New York: New York University Press.
  2. Allu, E. L. A., & Emuze, F. A. (2017). Towards sustainable architectural education in Nigeria: challenges and potentials - A Review. Journal of Contemporary Research in the Built Environment (JOCREBE), 1(2), 115-123. ISSN: 2636-446
  3. Allu, E. L. A. (2018a). Integrating Sustainability in Universities: Perceptions from Nigeria. Humanities and Social Sciences Review, 08(02):149–156. ISSN: 2165-6258. www.universitypublications.net
  4. Allu, E. L. A. (2018b). Advancing design education and industry collaboration for sustainable development in Nigeria: A Review. Association of Architectural Educators in Nigeria (AARCHES) Conference Proceedings, Zaria, 21st -24th February, 53 - 62.
  5. Allu, E. L. A. (2019). Lean for sustainable development in South Africa: A case study of three Universities. Integrity Journal of Education and Training, 3(2), 22 – 29. ISSN: 2636-5995. DOI: 10.31248/IJET http://integrityresjournals.org/journal/IJET/edition/30Jun2019
  6. Altomonte, S., Rutherford, P., & Wilson, R. (2014). Mapping the way forward: education for sustainability in architecture and urban design. Corporate Social Responsibility and Environmental Management, 21(3), 143-154. ISSN 1535-3966
  7. Azeiteiro, U. M., Bacelar-Nicolau, P., & Caetano, F. J. P. (2015). Education for sustainable development through e-learning in higher education: experiences from Portugal. Journal of Cleaner Production, 106 (2015), 308-319.
  8. Khandakar, A., Chowdhury, M. E. H., Gonzales Jr, A., Pedro, S., Touati, F., Emadi, N. A., & Ayari, M. A. Case study to analyze theimpact of multi-course project-based learning approach on education for sustainable development. Sustainability, 12(480), 1-21. doi:10.3390/su12020480 www.mdpi.com/journal/sustainability
  9. Barkemeyer, R., Holt, D., Preuss, L., & Tsang, S. (2014). What happened to the development’ in sustainable development? business guidelines two decades after brundtland. Sustainable Development, 22(1), 15-32. https://doi.org/10.1002/sd.521n
  10. Di Leonardo, G., Zaccagna, G., & Crisci, R. (2017). Basic Statistics with microsoft excel: a review. Journal of Thoracic Disease, 9(6), 1734–1740. doi: 10.21037/jtd.2017.05.81
  11. Holm, T., Sammalisto, K., & Vuorisalo, T. (2014). Education for sustainable development and quality assurance in universities in China and the Nordic countries: a comparative study. J Clean Prod. http://dx.doi.org/10.1016/j.jclepro. 2014.01.074
  12. Global Association http://mdpglobal.org/global-mdp-program/global-classroom-overview/ (Accessed 21/2/2020)
  13. Hüttel, H., & Gnaur, D. (2017). If PBL is the answer, then what is the problem? Journal of Problem Based Learning in Higher Education, 5, 1–21. https://doi.org/10.5278/ojs.jpblh e.v5i2.1491
  14. Karatzoglou, B. (2013). An in-depth literature review of the evolving roles and contributions of universities to education for sustainable development. Journal of Cleaner Production. 49, 44-53.
  15. Filho, L. W. (2011). Applied Sustainable Development: A Frankfurt (Germany): Peter Lang Scientific Publishers, 11–30.
  16. Jiusto, S., McCauley, S., & Stephens, J. C. (2013). Integrating shared action learning into higher education for sustainability. Journal of Sustainability Education,5, 1–22.
  17. Lock, J. (2015). Designing learning to engage students in the global classroom. Technology Pedagogy and Education, 24(2), DOI: 10.1080/1475939X.2014.946957
  18. Lozano, F. J., & Lozano, R. (2014). Developing the Curriculum for a new bachelor's degree in engineering for sustainable development. Journal of Cleaner Production. 64, 136-146.
  19. Ludwikowska, K. (2019). Teacher competetnce inventory: an empherical study on future- oriented competences of the teaching profession in higher education. Education and Training, 61(9), 1123-1137 Doi.org/10.1108/ET-12-2018-0266
  20. Martin, J. & Samels, J. (2012). The Sustainable university: green goals and new challenges for higher education leaders. Baltimore (MD): Johns Hopkins University Press.
  21. Matsekoleng, T. K., & Awshar, M. P. (2020). Improved attitudes towards littering through progressive action research activities in an environmental education context. Asia- Pacific Journal of Teacher Education, https://doi.org/10.1080/1359866X.2020.1793906 (Accessed 22/11/2020).
  22. Muse, A. (2020). Construction Economics is Fundamental in Responding to Coronavirus. https://www.fig.net/fig2020/articles/FIG2020_10_Construction_Economics_and_Man agement.htm (Accessed 12/09/2020).
  23. Noordegraaf‑Eelens, L., Kloeg, J., & Noordzij, G. (2019). PBL and sustainable education: addressing the problem of isolation. Advances in Health Sciences Education, 24, 971– 979. https://doi.org/10.1007/s10459-019-09927-z
  24. Oborn, P., & Walters, J. (2020). Planning for climate change and rapid urbanisation: survey of the built environment professions in the Commonwealth. file:///C:/Users/HPPAVI~1/AppData/Local/Temp/SurveyoftheBuiltEnvironmentProfe sisonsintheCommonwealthSurveyResults.pdf (Accessed 12/09/2020).
  25. Pelech, W., & Macpherson, S. (2009). The Global Classroom: an opportunity for empowerment or exploitation? The International Journal of Learning, 16(8), 302-311, http://www.Learning-Journal.com, ISSN 1447-9494
  26. Practical Tools for International Development (2020). How to choose a sample size. http://www.tools4dev.org/resources/how-to-choose-a-sample-size/ (Accessed 22/10/2020)
  27. Rieckmann, M. (2012). Future-oriented higher education: which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127-135.
  28. Robert, L., Nonoyama-Tarumi, Y., McKeown, R., & Hopkins, C. (2016). Contributions of Education for Sustainable Development (ESD) to quality education: a synthesis of research. Journal of Education for Sustainable Development, 10(2), 226–242. www.sagepublications.com DOI:10.1177/0973408216661442
  29. Sady, M., Zak, A., & Rzepka, K. (2019). The role of universities in sustainability-oriented competences development: insights from an empherical study on Polish Universities. Administrative Science, 9(62), 1-20
  30. Sammalisto, K., Sundstrom, A., & Holm, T. (2015). Implementation of sustainability in universities as perceived by faculty and staff: a model from a swedish university. Journal of Cleaner Production, 106(2015), 45-54
  31. Saxena, A. (2020). Career options after intermediate in built environment sector. http://bweducation.businessworld.in/article/Career-Options-After-Intermediate-In- Built-Environment-Sector-/22-10-2020-334356/ (Accessed 12/09/2020).
  32. Segal, J., Mulder, K.F., & Ferrer-Balas, D. (2012). What do EESD “experts” think sustainability is? which pedagogy is suitable to learn it? results from interviews and Cmaps analysis gathered at eesd 2008. International Journal Sustainability in Higher Education, 13(3), 293-304.
  33. Servant-Miklos, V. F. (2018). Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps. Advances in Health Sciences Education. https ://doi.org/10.1007/s1045 9-018-9835-0.
  34. Sipos, Y., Battisti, B., & Grimm, K. (2008). Achieving transformative sustainability learning: engaging head, hands and heart. International Journal of Sustainability in Higher Education, 9, 68-86. doi:10.1108/14676370810842193
  35. Teff-Seker, Y., Portman, M. E., & Kaplan-Minz, K. (2019). project-based learning in education for sustainable development: a case study of graduate planning students. Case Studies in the Environment, 3 (1): 1–16. doi.org/10.1525/cse.2018.001537
  36. Tilbury, D. (2013). Another world is desirable: a global rebooting of higher education for sustainable development. In: Sterling, S., Maxey, L., Luna, H. (Eds.), The Sustainable University, Progress and Prospects, 71-89. Routledge studies in sustainable development, UK.
  37. Tobal, L. (2019). Teaching sustainability. www.participatelearning.com/blog/teaching- sustainability/ (21/02/2020)
  38. Van der Leeuw, S., Wiek, A., Harlow, J., & Buizer, J. (2012). How much time do we have? urgency and rhetoric in sustainability science, Sustainability Science, 7, 115-120. Doi:10.1007/s11625-011-0153-1
  39. von Blottnitz, H, Case, J. M., & Fraser, D. M. (2015). Sustainable development at the core of undergraduate engineering curriculum reform: a new introductory course in chemical engineering, Journal of Cleaner Production, 106, 300-307
  40. Wals, A. E. J. (2014). Sustainability in higher education in the context of the UN DESD: a review of learning and institutionalization processes. Journal of Cleaner Production. 62, 8e15.
  41. Watson, M. K., Lozano, R., Noyes, C., & Rodgers, M., (2013). Assessing curricula contribution to sustainability more holistically: experiences from the integration of curricula assessment and students' perceptions at the georgia institute of technology. Journal of Cleaner Production, 61, 106-116.
  42. Wiek, A., Bernstein, M. J., Laubichler, M., Caniglia, G., Minteer, B., & Lang, D. J. (2013). A global classroom for international sustainability education, Creative Education, 4(4), 19-28 www.scirp.org/journal/ce
  43. Wiek, A., Xiong, A., Brundiers, K. & van der Leeuw, S. (2014). Integrating problem- and project-based learning into sustainability programs: a case study on the school of sustainability at Arizona State University, International Journal of Sustainability in Higher Education, 15(4), 431-449. https://doi.org/10.1108/IJSHE-02-2013-0013

Downloads

Download data is not yet available.