高校可持续发展工程教育的实践样态研究OA

Engineering education for sustainable development is an important path for higher engineering education to respond to global sustainable development challenges.Its effectiveness depends on whether the macro concepts can be transformed into systematic practical forms.Taking the"Megaproject"of Aalborg University as an example,its creation is driven by three forces:the policy environment,the tradition of PBL,and the redefinition of the university's mission;its construction relies on the deep integration of three aspects:goal setting based on value integration,an organizational structure involving multiple stakeholders,and a student-centered learning model;its operation depends on the interactive elevation of three mechanisms:real-world context-driven,cross-border collaboration and integration,and professional identity transformation.However,at the same time,this form still has limitations such as ambiguous project positioning,superficial inter-disciplinary collaboration,and insufficient incentive mechanisms.Based on the experience of Aalborg University,engineering education for sustainable development should embody four core attributes which include systematicness,institutional embeddedness,integrativeness and educational essence.Systematicness lies in the complete ecosystem constituted by generative logic,systemic architecture,and operational mechanisms.Institutional embeddedness lies in the deep embedding of macro-concepts into the institutional framework of policy responses,educational traditions,and university missions.Integrativeness lies in the construction of a government-industry-university collaborative task community and an interdisciplinary knowledge production platform.Educational essence lies in facilitating students'identity transformation from"learners"to"actors"through engagement in real-world contexts.