Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning

[EN] The move towards an engineering education that is more committed to global challenges requires not only technical knowledge, skills, and competencies but also a sustainability-oriented mindset that students develop during their academic training and can apply in their future professional practi...

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Autores: Delfa-Baena, Sandra, Boluda-Prieto, María Dolores|||0009-0009-6615-1489, Sapena-Bano, Angel|||0000-0002-3888-6498, Alemany Díaz, María Del Mar|||0000-0002-0992-8441
Tipo de recurso: artículo
Fecha de publicación:2025
País:España
Institución:Universitat Politècnica de València (UPV)
Repositorio:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
Idioma:inglés
OAI Identifier:oai:dnet:riunet______::0d61122811ca13162a5a39d3fc768d17
Acceso en línea:https://riunet.upv.es/handle/10251/235306
Access Level:acceso abierto
Palabra clave:Challenge-based learning
Sustainable Development Goals (SDGs)
Integral Education
Hackathon
Engineering Innovation
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dc.title.none.fl_str_mv Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning
title Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning
spellingShingle Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning
Delfa-Baena, Sandra
Challenge-based learning
Sustainable Development Goals (SDGs)
Integral Education
Hackathon
Engineering Innovation
title_short Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning
title_full Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning
title_fullStr Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning
title_full_unstemmed Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning
title_sort Innovation in Engineering: Integrating the SDGs Through Challenge-Based Learning
dc.creator.none.fl_str_mv Delfa-Baena, Sandra
Boluda-Prieto, María Dolores|||0009-0009-6615-1489
Sapena-Bano, Angel|||0000-0002-3888-6498
Alemany Díaz, María Del Mar|||0000-0002-0992-8441
author Delfa-Baena, Sandra
author_facet Delfa-Baena, Sandra
Boluda-Prieto, María Dolores|||0009-0009-6615-1489
Sapena-Bano, Angel|||0000-0002-3888-6498
Alemany Díaz, María Del Mar|||0000-0002-0992-8441
author_role author
author2 Boluda-Prieto, María Dolores|||0009-0009-6615-1489
Sapena-Bano, Angel|||0000-0002-3888-6498
Alemany Díaz, María Del Mar|||0000-0002-0992-8441
author2_role author
author
author
dc.contributor.none.fl_str_mv Departamento de Organización de Empresas
Departamento de Ingeniería Eléctrica
Centro de Investigación en Gestión e Ingeniería de Producción
Instituto Universitario de Investigación de Ingeniería Energética
Escuela Técnica Superior de Ingeniería Industrial
Instituto de Ciencias de la Educación, Universitat Politècnica de València
Repositorio Institucional de la Universitat Politècnica de València Riunet
dc.subject.none.fl_str_mv Challenge-based learning
Sustainable Development Goals (SDGs)
Integral Education
Hackathon
Engineering Innovation
topic Challenge-based learning
Sustainable Development Goals (SDGs)
Integral Education
Hackathon
Engineering Innovation
description [EN] The move towards an engineering education that is more committed to global challenges requires not only technical knowledge, skills, and competencies but also a sustainability-oriented mindset that students develop during their academic training and can apply in their future professional practice. In this context, the School of Industrial Engineering (ETSII) of the Universitat Politècnica de València (UPV) has held three editions of INDUSHack, a university hackathon designed for engineering students that offers a dynamic and applied approach to challenge-based learning. Over the course of its three editions, INDUSHack has enabled students to address real societal challenges in a collaborative, competitive, and stimulating environment. The challenge-based learning methodology promotes the application of technical knowledge, skills, and competencies acquired during their degree programs and the development of key transversal competencies such as responsibility, decision-making, effective communication, teamwork, leadership and social and environmental commitment. To introduce students to the Sustainable Development Goals (SDGs) and foster a more sustainability-driven mindset, the third edition of INDUSHack, held in March 2025, included a committee specialized in SDGs. This committee was responsible for evaluating the impact of the student projects and awarding those most aligned with the SDGs. Additionally, to assess the educational impact of the event in relation to the SDGs, a set of three surveys was specifically designed and administered at different stages of the hackathon: at the beginning, during project development, and at the end. The purpose of these surveys was to analyse students¿ prior knowledge of the SDGs and their learning expectations (initial survey), evaluate how the SDGs were integrated into their projects and the difficulties encountered (mid-event survey), and assess the final impact of the hackathon on their learning, their perception of the relevance of the SDGs, and their intention to apply them in their professional careers (final survey). This edition brought together 60 students organized into 15 multidisciplinary teams. The surveys achieved response rates of 95% (initial), 98% (mid-event), and 90% (final), which strengthens the reliability of the results obtained. This paper presents the main outcomes of the event and the analysis of the survey results. Among the most notable findings is the positive impact of the hackathon on SDG-related learning: most students reported having learned new ways to apply the SDGs or having integrated them into a real project for the first time, and over 70% stated their intention to apply this knowledge in future professional projects. However, relevant challenges were also identified, such as the difficulty translating SDGs into concrete technical problems and the need for more specific training within engineering curricula. In conclusion, this study highlights the transformative potential of hackathons as educational tools. It underscores the importance of integrating the SDGs into engineering education to promote a more socially and environmentally responsible professional practice. In addition, it presents the value of using structured, multi-stage surveys as a transferable methodology to evaluate the educational impact of sustainability-focused learning experiences.
publishDate 2025
dc.date.none.fl_str_mv 2025
2025-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://riunet.upv.es/handle/10251/235306
url https://riunet.upv.es/handle/10251/235306
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.relation.none.fl_str_mv ICE-UPV ICE-UPV PIME%2F21-22%2F281 Innovación y mejora educativa aplicada a los ODS en la ETSII
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Reserva de todos los derechos
http://rightsstatements.org/vocab/InC/1.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
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Reserva de todos los derechos
http://rightsstatements.org/vocab/InC/1.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv IATED, International Association of Technology, Education and Development
publisher.none.fl_str_mv IATED, International Association of Technology, Education and Development
dc.source.none.fl_str_mv reponame:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
instname:Universitat Politècnica de València (UPV)
instname_str Universitat Politècnica de València (UPV)
reponame_str RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
collection RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia
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spelling Innovation in Engineering: Integrating the SDGs Through Challenge-Based LearningDelfa-Baena, SandraBoluda-Prieto, María Dolores|||0009-0009-6615-1489Sapena-Bano, Angel|||0000-0002-3888-6498Alemany Díaz, María Del Mar|||0000-0002-0992-8441Challenge-based learningSustainable Development Goals (SDGs)Integral EducationHackathonEngineering Innovation[EN] The move towards an engineering education that is more committed to global challenges requires not only technical knowledge, skills, and competencies but also a sustainability-oriented mindset that students develop during their academic training and can apply in their future professional practice. In this context, the School of Industrial Engineering (ETSII) of the Universitat Politècnica de València (UPV) has held three editions of INDUSHack, a university hackathon designed for engineering students that offers a dynamic and applied approach to challenge-based learning. Over the course of its three editions, INDUSHack has enabled students to address real societal challenges in a collaborative, competitive, and stimulating environment. The challenge-based learning methodology promotes the application of technical knowledge, skills, and competencies acquired during their degree programs and the development of key transversal competencies such as responsibility, decision-making, effective communication, teamwork, leadership and social and environmental commitment. To introduce students to the Sustainable Development Goals (SDGs) and foster a more sustainability-driven mindset, the third edition of INDUSHack, held in March 2025, included a committee specialized in SDGs. This committee was responsible for evaluating the impact of the student projects and awarding those most aligned with the SDGs. Additionally, to assess the educational impact of the event in relation to the SDGs, a set of three surveys was specifically designed and administered at different stages of the hackathon: at the beginning, during project development, and at the end. The purpose of these surveys was to analyse students¿ prior knowledge of the SDGs and their learning expectations (initial survey), evaluate how the SDGs were integrated into their projects and the difficulties encountered (mid-event survey), and assess the final impact of the hackathon on their learning, their perception of the relevance of the SDGs, and their intention to apply them in their professional careers (final survey). This edition brought together 60 students organized into 15 multidisciplinary teams. The surveys achieved response rates of 95% (initial), 98% (mid-event), and 90% (final), which strengthens the reliability of the results obtained. This paper presents the main outcomes of the event and the analysis of the survey results. Among the most notable findings is the positive impact of the hackathon on SDG-related learning: most students reported having learned new ways to apply the SDGs or having integrated them into a real project for the first time, and over 70% stated their intention to apply this knowledge in future professional projects. However, relevant challenges were also identified, such as the difficulty translating SDGs into concrete technical problems and the need for more specific training within engineering curricula. In conclusion, this study highlights the transformative potential of hackathons as educational tools. It underscores the importance of integrating the SDGs into engineering education to promote a more socially and environmentally responsible professional practice. In addition, it presents the value of using structured, multi-stage surveys as a transferable methodology to evaluate the educational impact of sustainability-focused learning experiences.The authors acknowledge the financial support from the UPV through the Project of Innovation and Educational Improvement Innovación y mejora educativa aplicada a los Objetivos de Desarrollo Sostenible en la ETSII PIME/21-22/281 project.IATED, International Association of Technology, Education and DevelopmentDepartamento de Organización de EmpresasDepartamento de Ingeniería EléctricaCentro de Investigación en Gestión e Ingeniería de ProducciónInstituto Universitario de Investigación de Ingeniería EnergéticaEscuela Técnica Superior de Ingeniería IndustrialInstituto de Ciencias de la Educación, Universitat Politècnica de ValènciaRepositorio Institucional de la Universitat Politècnica de València Riunet20252025-01-01journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://riunet.upv.es/handle/10251/235306reponame:RiuNet. Repositorio Institucional de la Universitat Politécnica de Valénciainstname:Universitat Politècnica de València (UPV)InglésengICE-UPV ICE-UPV PIME%2F21-22%2F281 Innovación y mejora educativa aplicada a los ODS en la ETSIIopen accesshttp://purl.org/coar/access_right/c_abf2Reserva de todos los derechoshttp://rightsstatements.org/vocab/InC/1.0/info:eu-repo/semantics/openAccessoai:dnet:riunet______::0d61122811ca13162a5a39d3fc768d172026-06-13T07:49:27Z
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