Bridging the green talent gap: a case study of product design education
Bernd Michael Weiss1,2,3, Mohamed Elnourani1, Didunoluwa Obilanade1,2, Anna Öhrwall Rönnbäck1,2, Arjoo Arjoo1
1Luleå University of Technology, Sweden; 2Creaternity Aerospace Lab, Sweden; 3Creaternity Space Lab, USA
This research examines how sustainable product design education can address the deficit in green talent. It presents a framework for a structured curriculum in product design, with hands-on activities, industry-specific case studies, and best practices in alternative design development. The impact of technologies like additive manufacturing on design is considered. Findings demonstrate that knowledge of technological capabilities, industry specific understanding, and proficiency in analytical tools such as Life Cycle Assessments contribute to sustainable designs mitigating a green talent gap.
Descriptive study of the integration of sustainability through the doughnut in an engineering training material
Alexis Lalevée1,2,3, Claudine Gillot1, Nadège Troussier1,4, Eric Blanco2,5
1UR InSyTE, Université de Technologie de Troyes, France; 2Univ. Grenoble Alpes, CNRS, Grenoble INP, G-SCOP, France; 3Assystem, France; 4Arts et Métiers ParisTech, France; 5École de l'air et de l'espace, France
We need to integrate socioecological issues into our activities. Engineers and designers need to develop competencies in sustainability, but it exists a lack of support in an academic context and for the training of professionals. The aim of this article is to demonstrate that the Doughnut is a support for developing sustainability competencies. In the literature, these competencies are identified and pedagogical experiences on their integration in engineering curricula are reported. We use the doughnut in a workshop as an element of understanding and developing competencies for sustainability.
Proposing an SDGs education model: integrating design thinking and behavioral science “nudges” for high school students
Yanfang Zhang1, Leon Loh1, Moe Shimomura1, Noriko Takano2
1Faculty of Design, Kyushu University, Japan; 2Faculty of Medical Sciences, Kyushu University, Japan
This study focuses on the development of a creative model of SDGs education that promotes behavior change in upper secondary schools using an approach that combines design thinking and behavioral science nudge methods. The SDGs education for high school students, which utilized design thinking, was used as a case study. Questionnaire surveys of high school students and teachers who participated in the project were conducted. Based on the survey results, a new education model was proposed that can effectively improve SDGs education at the high school level and support educators in this field.
A generative toolkit to help raise industrial design students’ awareness of low metal recycling rates
Konrad Schoch1,2, Fabian Hemmert1, Christa Liedtke1,2
1University of Wuppertal, Germany; 2Division Sustainable Production and Consumption, Wuppertal Institute for Climate, Environment and Energy, Germany
Education for Sustainable Development requires raising individuals' awareness of problems relevant to the environment. We designed a Generative Toolkit that supports industrial design students carrying out a Speculative Design task and through this process initiates greater problem awareness of low metal recycling rates. In this paper we give insights into the Toolkit’s theoretical derivation and the design process. Findings from testing suggest that there are several opportunities for improvement, such as considering further content-related competencies in the Toolkit's design.
The sustainability and social entrepreneurship fellowship: transdisciplinary and multicultural problem-based engineering education
Gordon Krauss1, Chris Rennick2, Nadine Ibrahim2, Sanjeev Bedi2
1Harvey Mudd College, United States of America; 2University of Waterloo, Canada
The nine-week Sustainability and Social Entrepreneurship Fellowship at the University of Waterloo addressed urban habitation sustainability in London, Ontario, via a multicultural, trans-disciplinary approach. Undergraduate engineering students addressed housing and transportation environmental and social sustainability, guided by expert lectures and fieldwork. The program highlights the importance of diversity in engineering education and the need for structured cultural and educational management. Students proposed engineering solutions to sustainably improve the housing development process.
Driving sustainable mobility: a study of electric vehicle adoption in rural India
Aniruddh Dnyandeo Satpute, Parinita Rai, Prasad Onkar
Indian Institute of Technology Hyderabad, India
The global push for sustainable and eco-friendly transportation solutions has made the adoption of electric vehicles imperative. In India, EV adoption has shown promise, fueled by diverse product offerings and supportive government policies. However, rural India lags behind in EV adoption, despite being a significant market. To unlock the untapped potential, understanding the needs, attitudes, and barriers of rural consumers is crucial. This research conducts a study of rural Indian consumers and offers valuable design insights for automotive companies to formulate effective future strategies.
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