This study investigates how structured classroom debates can influence engineering students’ short-term sentiment and systems-level understanding of sustainability issues related to plastic waste from 3D printing. Using a mixed-methods inquiry design, students engaged in a guided debate where they constructed and defended claims using the Claim-Evidence-Reasoning framework. Data were collected from initial and post-debate discussion posts, peer responses, and coded reflections. Analysis included sentiment evaluation through linguistic indicators, categorical tracking of argument positions, and content analysis for the integration of Engineering for One Planet sustainability terms such as systems thinking, life cycle, and ethical responsibility. A rubric-based assessment measured the depth of reasoning and conceptual understanding. The results are expected to reveal how participation in structured discourse promotes shifts in attitudes and sustainability framing within a short period of engagement. Findings will inform instructional strategies that embed civil discourse and critical reflection into sustainability education in engineering contexts.
http://orcid.org/0000-0002-8093-8570
Kennesaw State University
[biography]
The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026