2025 ASEE Annual Conference & Exposition

Integration of Sustainability in STEM Programs: Assessing Student Knowledge and Perceptions

In recent years, there has been a growing emphasis on integrating sustainability into STEM education, driven by the urgent need to address environmental and social challenges and equip future generations with the knowledge and skills necessary to promote sustainable development. It is essential to adapt science, technology, engineering, and mathematics education to contemporary needs, including sustainable development, ethical competencies, and preparation for the evolving demands of the global STEM landscape. Numerous educational efforts are underway to incorporate these competencies into STEM curricula, ensuring that future professionals can design innovative and sustainable solutions to emerging economic, environmental, and social challenges. To effectively integrate the competency of "sustainability" into these programs, it is crucial to assess the current state of sustainability learning among students to develop comprehensive strategies. This research aims to evaluate the level of knowledge among Geology and Industrial Engineering students regarding sustainability and the United Nations' Sustainable Development Goals (SDGs). Additionally, it seeks to measure students' understanding and perception of the importance of the SDGs in their daily lives and academic training. The study employed a quantitative, non-experimental, descriptive research design. Data were collected via an adapted and validated questionnaire administered to first- and fifth-year students from both programs at a private Chilean university. The instrument measured knowledge, attitudes, and perceptions of sustainability and the SDGs across multiple constructs. The findings revealed that while students recognize the relevance of sustainability and the SDGs, significant differences exist between programs, with Industrial Engineering students consistently scoring higher than Geology students. Differences by academic year were minimal, and the sample was composed predominantly of first-year students. Students valued the role of sustainability in both personal and educational contexts yet reported limited exposure to sustainability topics in formal coursework. These results highlight the need for more systematic and integrated sustainability education in STEM programs. This study contributes to the growing body of research on sustainability education in geosciences and engineering in Latin America, offering insights for curriculum development and policy formulation to prepare professionals committed to sustainable development.

Authors

Dr. Nacarid Delgado Universidad Andres Bello, Concepcion, Chile [biography]

Nacarid Delgado is a professor and researcher at the School of Engineering at the University Andres Bello in Concepción, Chile. She holds a bachelor's degree in Chemical Engineering, a master's degree in Chemistry, and a doctoral degree in Chemistry, all from Universidad del Zulia, Venezuela. Her main research areas are recovery and use of residues from forestry and agricultural industries, and use of bio-resources. Currently, her research interest topics also involve university education in STEM areas, Nacarid Delgado is a professor and researcher at the School of Engineering at the University Andres Bello in Concepción, Chile. She holds a bachelor's degree in Chemical Engineering, a master's degree in Chemistry, and a doctoral degree in Chemistry, all from Universidad del Zulia, Venezuela. Her main research areas are recovery and use of residues and industrial by-products, and use of bio-resources. Currently, her research interest topics also involve university education in STEM areas, university education for sustainability, and gender issues in STEM education
Dr. Monica Quezada-Espinoza http://orcid.org/0000-0002-0383-0179 Universidad Andres Bello, Santiago, Chile [biography]

Monica Quezada-Espinoza is a professor and researcher at the School of Engineering at Universidad Andrés Bello in Santiago, Chile, where she collaborates with the Educational and Academic Innovation Unit (UNIDA) as an instructor in active learning methodologies and mentors engineering faculty in educational research. She is the Secretary of the Women in Engineering Division (WIED) of the American Society for Engineering Education (ASEE) and an associate researcher in the STEM Latin America Network, specifically in the STEM + Gender group. Her research interests are diverse and focus on university education in STEM fields, faculty and professional development, research-based methodologies, and the use of evaluation tools and technology for education. She is also passionate about investigating conceptual learning in abstract physics topics, developing strategies to improve the retention of first-year engineering students, and enhancing skills and competencies in higher education. Additionally, Monica is dedicated to exploring gender issues in STEM education, with a particular emphasis on studying and proposing improvements for the inclusion of women in highly male-dominated fields. For more information on her work, visit her ORCID profile.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025