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Examining engineering design students' perceptions of agency for sustainability in a problem- and project-based learning (PBL) context—a Q methodology study: Examining engineering design students' perceptions of agency for sustainability in a problem- and project-based learning (PBL) context—a Q methodology study: Guerra et al

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Title: Examining engineering design students' perceptions of agency for sustainability in a problem- and project-based learning (PBL) context—a Q methodology study: Examining engineering design students' perceptions of agency for sustainability in a problem- and project-based learning (PBL) context—a Q methodology study: Guerra et al
Authors: Guerra, Aida1,2 (AUTHOR), Jiang, Dan1,2 (AUTHOR) dji@plan.aau.dk, Du, Xiangyun1,2 (AUTHOR), Abou-Hayt, Imad1 (AUTHOR), Valderrama Pineda, Andrés Felipe1 (AUTHOR)
Source: International Journal of Technology & Design Education. Apr2025, Vol. 35 Issue 2, p723-746. 24p.
Subjects: Psychology of students, Design students, Quality factor, Sustainable design, Q technique
Abstract: This study explores engineering design students' perceptions of their agency for sustainability in a Danish problem- and project-based learning (PBL) context. A conceptual framework is proposed with three dimensions: personal, action, and contextual. Q methodology was adopted to investigate the subjective views of 24 first-year undergraduate students in a Sustainable Design program regarding the most important contributors in their development of agency for sustainability. The Q factor analysis identified three prevailing opinions, which emphasized: 1) The professional role of engineering designers to act for the United Nations' Sustainable Development Goals (SDGs); 2) The role of the formal curriculum in building the foundations to act for the SDGs; and 3) Collaboration within and beyond the university. These results indicate the complexity of student agency and highlight PBL's effectiveness for supporting students' learning for sustainability across all three dimensions of student agency. The results also suggest that institutions and educators should design more formal and informal sustainability-related activities with clear structures and well-defined regulations and strategies for sustainability. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Examining engineering design students' perceptions of agency for sustainability in a problem- and project-based learning (PBL) context—a Q methodology study: Examining engineering design students' perceptions of agency for sustainability in a problem- and project-based learning (PBL) context—a Q methodology study: Guerra et al
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  Data: This study explores engineering design students' perceptions of their agency for sustainability in a Danish problem- and project-based learning (PBL) context. A conceptual framework is proposed with three dimensions: personal, action, and contextual. Q methodology was adopted to investigate the subjective views of 24 first-year undergraduate students in a Sustainable Design program regarding the most important contributors in their development of agency for sustainability. The Q factor analysis identified three prevailing opinions, which emphasized: 1) The professional role of engineering designers to act for the United Nations' Sustainable Development Goals (SDGs); 2) The role of the formal curriculum in building the foundations to act for the SDGs; and 3) Collaboration within and beyond the university. These results indicate the complexity of student agency and highlight PBL's effectiveness for supporting students' learning for sustainability across all three dimensions of student agency. The results also suggest that institutions and educators should design more formal and informal sustainability-related activities with clear structures and well-defined regulations and strategies for sustainability. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Technology & Design Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Apr2025
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