Report on Enhancing Engineering Education through Critical Thinking Aligned with Sustainable Development Goals (SDGs)

Introduction

Engineering education often faces the challenge of students relying heavily on rote memorization, particularly when preparing for exams. This report examines the implications of such learning habits and proposes strategies to foster critical thinking skills among engineering students. Emphasis is placed on aligning educational practices with the Sustainable Development Goals (SDGs), particularly Quality Education (SDG 4) and Industry, Innovation, and Infrastructure (SDG 9).

Challenges of Rote Recall in Engineering Education

1. Students frequently seek validation on past-year exam answers, aiming to secure full marks by memorizing repeated questions.
2. This approach emphasizes pattern recognition over cognitive understanding, limiting students’ ability to adapt to novel engineering problems.
3. Real-world engineering requires flexible problem-solving skills, where multiple approaches and trade-offs exist.
4. A formative assessment revealed that over 70% of students failed to address a modified question condition, indicating a lack of critical thinking.
5. Such rote learning undermines the development of deeper understanding and critical thinking necessary for sustainable engineering solutions.

Strategies to Address Rote Recall and Promote Critical Thinking

To counteract rote memorization, the following educational strategies were implemented:

• Scaffolding Learning: After each chapter, quizzes with real-world problem contexts were introduced, encouraging group discussions and collaborative learning.
• Integration of Practical Examples: Use of multimedia resources such as YouTube videos and physical props to illustrate engineering concepts enhanced comprehension.
• Integrated Design Project: Students engaged in a semester-long project to design a basic chemical plant, integrating knowledge from multiple modules. This approach connected theoretical knowledge to practical application, fostering deeper understanding and innovation.
• Innovative Assessment Questions: Formative and final assessments featured novel questions that emphasized problem-solving processes over memorized answers, promoting cognitive engagement.

Importance of Critical Thinking in Engineering Education

Critical thinking is essential for engineering graduates to navigate complex and ambiguous challenges, aligning with SDG 4 (Quality Education) and SDG 9 (Industry, Innovation, and Infrastructure). Key points include:

• Support systems were established to assist students in overcoming conceptual difficulties, reducing fear of failure and encouraging intellectual risk-taking.
• Critical thinking enables analysis, evaluation, and informed decision-making, which are vital for sustainable development and innovation.
• Students reported increased appreciation for assessments that tested thinking skills rather than memory, resulting in improved academic performance and conceptual mastery.
• Reforming summative assessments to focus on understanding rather than repetition prepares graduates to be resilient and adaptive professionals.

Conclusion and Alignment with Sustainable Development Goals

Transforming engineering education to prioritize critical thinking aligns with the United Nations Sustainable Development Goals by:

• SDG 4 – Quality Education: Enhancing learning outcomes through innovative teaching and assessment methods that promote lifelong learning skills.
• SDG 9 – Industry, Innovation, and Infrastructure: Preparing graduates capable of innovative problem-solving and adaptive thinking to contribute to sustainable industrial development.
• Encouraging educational practices that produce engineers equipped to address complex global challenges sustainably.

Adopting these strategies ensures that future engineers are not only knowledgeable but also capable of critical thinking, innovation, and sustainable problem-solving.

Author

Apurav Krishna Koyande, Lecturer in Chemical Engineering, Universiti Teknologi Petronas.

1. Sustainable Development Goals (SDGs) Addressed or Connected

1. SDG 4: Quality Education
   • The article focuses on improving engineering education by fostering critical thinking rather than rote memorization.
   • It emphasizes innovative teaching and assessment methods to enhance students’ understanding and problem-solving skills.
2. SDG 8: Decent Work and Economic Growth
   • By preparing engineering students with critical thinking and adaptive skills, the article addresses the need for a competent workforce ready for complex real-world challenges.
3. SDG 9: Industry, Innovation and Infrastructure
   • The article highlights the importance of engineering education in fostering innovation and practical problem-solving skills necessary for sustainable industrial development.

2. Specific Targets Under Those SDGs

1. SDG 4: Quality Education
   • Target 4.3: Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university.
   • Target 4.4: Increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.
   • Target 4.7: Ensure that all learners acquire knowledge and skills needed to promote sustainable development, including critical thinking and problem-solving skills.
2. SDG 8: Decent Work and Economic Growth
   • Target 8.6: Reduce the proportion of youth not in employment, education or training.
   • Target 8.8: Protect labour rights and promote safe and secure working environments for all workers.
3. SDG 9: Industry, Innovation and Infrastructure
   • Target 9.5: Enhance scientific research, upgrade the technological capabilities of industrial sectors, including encouraging innovation and skills development.

3. Indicators Mentioned or Implied to Measure Progress

1. Indicators for SDG 4 Targets:
   • Proportion of students demonstrating critical thinking and problem-solving skills in assessments (implied through the emphasis on formative and summative assessments designed to test understanding rather than memorization).
   • Percentage of students successfully completing integrated design projects that apply theoretical knowledge to real-world problems.
   • Student engagement and performance improvements in innovative quizzes and assessments.
2. Indicators for SDG 8 Targets:
   • Employment rates of graduates with enhanced critical thinking and adaptive skills (implied by the focus on preparing students for real-world engineering challenges).
   • Feedback from students regarding their preparedness for the workforce and ability to handle complex problems.
3. Indicators for SDG 9 Targets:
   • Number of students participating in projects that integrate multiple engineering disciplines and foster innovation.
   • Improvement in students’ ability to apply engineering concepts to practical and innovative solutions.

4. Table: SDGs, Targets and Indicators

Source: timeshighereducation.com