Education for Sustainable Development (ESD): An Example of Curricular Inclusion in Environmental Engineering in Colombia

Abstract

This paper presents a case study whose central axis is the inclusion of the subject of education for sustainable development (ESD) in the undergraduate study plan of the environmental engineering degree at the Santo Tomas University, Colombia (USTA). This study is based on a diagnosis developed from a survey conducted among students from USTA and 43 professors from 13 universities that offer environmental engineering degrees throughout Colombia. The diagnosis showed some gaps in ESD knowledge and its applicability for both students and professors; in contrast, participants had a significant understanding of environmental education (EE). Therefore, a curriculum review was also carried out. Once the problem was identified, an ESD subject aligned with the purposes of sustainable development (SD) was proposed. Finally, the acceptance of the subject that ESD students had attended was evaluated compared to other students who had not participated this subject. This research seeks to provide a way to fill the knowledge gaps in environmental engineering among students. Relevant results include the identification of a gap in SD knowledge in environmental engineering professors. In addition, students were found to be more trained in EE than in SD. Nevertheless, the incorporation of ESD contributed to a better understanding of SD.