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Sustainable Engineering Design in Education: A Pilot Study of Teaching Right-to-Repair Principles through

Sam Fishlock1, Matthew Thompson1, Anoop Grewal2

  • 1The Engineering and Design Institute TEDI-London Building 11 Quebec Way London SE16 7LG UK.

Global Challenges (Hoboken, NJ)
|October 13, 2023
PubMed
Summary
This summary is machine-generated.

This study introduces a pilot program teaching engineering students sustainable design for Right to Repair (RtR). The project-based learning module successfully engaged students, fostering intentions to use RtR principles in future designs.

Keywords:
UN sustainable development goalsproject‐based learningright‐to‐repair

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Area of Science:

  • Engineering Education
  • Sustainable Design
  • Electronic Waste Management

Background:

  • Electronic waste (E-waste) is a growing global problem, with over 60 million tons expected in 2023, posing significant environmental and health risks.
  • Right to Repair (RtR) movements are gaining traction globally to combat landfill waste by promoting product longevity and repairability.
  • Universities play a crucial role in advancing sustainable design, yet training for RtR principles in undergraduate engineering programs is limited.

Purpose of the Study:

  • To pilot a project-based learning (PBL) module for first-year engineering students focused on designing household products that support Right to Repair (RtR) principles.
  • To assess student engagement and the effectiveness of PBL in imparting skills for designing RtR-compatible products.
  • To inform the integration of RtR principles into first-year engineering curricula.

Main Methods:

  • Implementation of a first-year engineering PBL course module focused on designing products for Right to Repair (RtR).
  • Integration of technical skills training alongside RtR design principles within the PBL framework.
  • Pilot study involving undergraduate design engineering students.

Main Results:

  • Successful design of a new educational module for first-year engineering students on RtR principles.
  • Achieved high student engagement, with 100% of respondents indicating an intention to implement sustainable design practices in the future.
  • Students developed innovative design features supporting product repairability and longevity.

Conclusions:

  • The developed PBL module effectively trains undergraduate engineers in Right to Repair (RtR) design principles.
  • The pilot study demonstrates the potential of PBL to foster sustainable design practices and high student engagement in engineering education.
  • This approach can significantly contribute to reducing electronic waste and promoting a circular economy through design innovation.