Active Learning Methodologies in Environmental Engineering: Systematic Review 2014-2024
DOI:
https://doi.org/10.15381/rpiiedu.v5i1.28703Keywords:
Environmental Engineering, Active Learning, Project-Based Learning, Problem-Based Learning, Cooperative LearningAbstract
The objective of this systematic review was to investigate the active learning methodologies employed in environmental engineering education. To achieve this, studies published between 2014 and July 2024 on WOS and SCOPUS platforms were analyzed, following the PRISMA methodology. The inclusion criteria were: document type (articles), language (English and Spanish), presence of the terms “Environmental Engineering” and “Active Learning” or their variants in the title, abstract, or keywords, reference to active learning in environmental engineering, and in-depth analysis of its teaching impact. A total of 24 relevant studies were identified, highlighting the importance and effectiveness of active learning in educating future engineers, with effective methodologies in environmental engineering education such as Project-Based Learning, Problem-Based Learning, and Cooperative Learning. It was concluded that active learning significantly enhances knowledge retention and practical skills in both general and advanced courses. The integration of technology, along with a focus on sustainability and circular economy, are emerging trends reflecting the urgency of preparing students to tackle global environmental challenges in a collaborative and creative manner.
References
Andrew, G., Brown, B. Y., Cortesa, S., Dai, M., Bruno, J., LaPier, J., Sule, N., Hancock, M., Yoon, B., Chalah, A., Sunerland, E., & Wofsy, S. C. (2022). HazeL: A Low-Cost Learning Platform for Aerosol Measurements. Journal of Chemical Education, 99(9), 3203-3210. https://doi.org/10.1021/acs.jchemed.2c00535
Badir, A., O’Neill, R., Kinzli, K. D., Komisar, S., & Kim, J. Y. (2023). Fostering Project-Based Learning through industry engagement in Capstone design projects. Education sciences, 13(4), 361. https://doi.org/10.3390/educsci13040361
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
Bolong, N., & Saad, I. (2022). Evaluating the Influence and Modification for Environment and Sustainability Learning Outcome in Environmental Engineering Course During COVID-19 Pandemic. international Journal of Engineering Education, 38(5), 1606-1614.
Cambridge Assessment International Education. (2019). Aprendizaje Activo. https://www.cambridgeinternational.org
Chaurra, A. M. (2021). Implementation of Service Learning in the Chemistry Classroom: A Colombian Experience. Journal of Chemical Education, 98(7), 2290-2297. https://doi.org/10.1021/acs.jchemed.0c00594
Clark, R. M., Stabryla, L. M., & Gilbertson, L. M. (2020). Sustainability coursework: student perspectives and reflections on design thinking. International Journal of Sustainability in Higher Education, 21(3), 593-611. https://doi.org/10.1108/IJSHE-09-2019-0275
Dameris, L., Frerker, H., & Iler, H. D. (2019). The southern Illinois well water quality project: a service-learning project in environmental chemistry. Journal of Chemical Education, 97(3), 668-674. https://doi.org/10.1021/acs.jchemed.9b00634
Ecos, A., Manrique., & Núñez, J. (2020). Análisis de grupos de trabajo virtuales y su relación con el aprendizaje colaborativo de la matemática en estudiantes universitarios. Propósitos y Representaciones, (SPE3), e595-e595. https://doi.org/10.20511/10.20511/pyr2020.v8nSPE3.595
Faba, L., & Díaz, E. (2020). Combining the project‐based learning methodology and computer simulation to enhance the engagement in the context of Environmental Engineering courses. Computer Applications in Engineering Education, 28(5), 1311-1326. https://doi.org/10.1002/cae.22303
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.7759/cureus.63100
Gray, J., Williams, J., Hagare, P., Mellick Lopes, A., & Sankaran, S. (2014). Lessons learnt from educating university students through a trans-disciplinary project for sustainable sanitation using a systems approach and problem-based learning. Systems, 2(3), 243-272. https://doi.org/10.3390/systems2030243
Greetham, M., & Ippolito, K. (2018). Instilling collaborative and reflective practice in engineers: using a team-based learning strategy to prepare students for working in project teams. Higher Education Pedagogies, 3(1), 510-521. https://doi.org/10.1080/23752696.2018.1468224
Higgins, J. P. T., & Green, S. (2008). Cochrane Handbook for Systematic Reviews of Interventions. Cochrane Collaboration & Wiley.
Kalnins, S. N., Valtere, S., Gusca, J., Valters, K., Kass, K., & Blumberga, D. (2014). Cooperative problem-based learning approach in environmental engineering studies. Agronomy Research, 12(2), 663-672.
Karayannis, V., Domopoulou, A., Lakioti, E., Baklavaridis, A., & Charalampides, G. (2017). Environmental research and teaching in a university of applied sciences–students’ awareness. Ponte, 73(1), 2-10. https://doi.org/10.21506/j.ponte.2017.1.1
Kim, E., Driessen, O. M., McCurry, D. L., & Sivey, J. D. (2022). Intermural Online Research Group Meetings As Professional Development Tools for Undergraduate, Graduate, and Postdoctoral Trainees. Environmental Engineering Science, 39(2), 101-104. https://doi.org/10.1089/ees.2021.0147
Kinoshita, T. J., Knight, D. B., & Gibbes, B. (2017). The positive influence of active learning in a lecture hall: An analysis of normalised gain scores in introductory environmental engineering. Innovations in Education and Teaching International, 54(3), 275-284. https://doi.org/10.1080/14703297.2015.1114957
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A.,... Moher, D. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate health care interventions: explanation and elaboration. PLoS Med, 6(7), 1-28. https://doi.org/10.1371/journal.pmed.1000100
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., y The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA Statement. PLoS Med, 6(7), 1-6. https://doi.org/10.1371/journal.pmed.1000100
Oerther, D. B. (2022). Using modified mastery learning to teach sustainability and life-cycle principles as part of modeling and design. Environmental Engineering Science, 39(9), 784-795. https://doi.org/10.1089/ees.2021.0385
Ortega, E., Martín, B., & González-Ávila, S. (2024). Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis. Education Sciences, 14(1), 98. https://doi.org/10.3390/educsci14010098
Ortiz Revilla, J., Greca Dufranc, I. M., & Adúriz Bravo, A. (2021). Conceptualización de las competencias: revisión sistemática de su investigación en Educación Primaria. Profesorado, Revista de Currículum y Formación del Profesorado, 25(1), 223-250. https://doi.org/10.30827/profesorado.v25i1.8304
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Pontificie Universidad Católica de Chile. (2022). Temáticas Docentes Aprendizaje Activo. https://desarrollodocente.uc.cl/recursos/tematicas-docentes/aprendizaje-activo/
Puleo, J. A. (2020). A design-based fluid mechanics laboratory. Global Journal of Engineering Education, 22(1), 26-31.
Requies, J. M., Agirre , I., Barrio, V. L., & Graells, M. (2018). Evolution of projectbased learning in small groups in environmental engineering courses. Journal of Technology and Science Education, 8(1), 45-56. nt ISSN: 2014-5349. https://doi.org/10.3926/jotse.318
Rodríguez-Chueca, J., Molina-García, A., García-Aranda, C., Pérez, J., & Rodríguez, E. (2020). Understanding sustainability and the circular economy through flipped classroom and challenge-based learning: An innovative experience in engineering education in Spain. Environmental Education Research, 26(2), 238-252. https://doi.org/10.1080/13504622.2019.1705965
Rodríguez-Luna, D., Rubilar, O., Alvear, M., Vera, J., & Zambrano Riquelme, M. (2023). Implementation of Environmental Engineering Clinics: A Proposal for an Active Learning Methodology for Undergraduate Students. Sustainability, 16(1), 365. https://doi.org/10.3390/su16010365
Rushing, G., Power, B., & D’Alessio, M. (2023). Implementing Service-Focused Activities Focused on Water Quality While Teaching a Freshmen Undergraduate Course During the COVID-19 Pandemic. Journal of Chemical Education, 100(5), 1843-1851. https://doi.org/10.1021/acs.jchemed.2c00958
Stamou, A., Noutsopoulos, C., Kuhlmann, A., & Rutschmann, P. (2020). How can we link teaching with research in our engineering courses? The case of an ecological modelling course in two European Universities. European Journal of Engineering Education, 45(4), 597-613. https://doi.org/10.1080/03043797.2019.1620174
Tarmizi, R. A., & Bayat, S. (2012). Collaborative problem-based learning in mathematics: A cognitive load perspective. Procedia-Social and Behavioral Sciences, 32, 344-350. https://doi.org/10.1016/j.sbspro.2012.01.051
Velegol, S. B., Zappe, S. E., & Mahoney, E. (2015). The evolution of a flipped classroom: Evidence-based recommendations. Advances in Engineering Education, 4(3), n3.
Wolf, M., Wehking, F., Söbke, H., Montag, M., Zander, S., & Springer, C. (2023). Virtualised virtual field trips in environmental engineering higher education. European Journal of Engineering Education, 48(6), 1312-1334. https://doi.org/10.1080/03043797.2023.2291693
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Bruno Fidel Sánchez Márquez
This work is licensed under a Creative Commons Attribution 4.0 International License.
AUTHORS RETAIN THEIR RIGHTS:
The authors retain their trademark and patent rights, and also on any process or procedure described in the article.
The authors retain the right to share, copy, distribute, execute and publicly communicate the article published in Revista peruana de investigación e innovación educativa (for example, place it in an institutional repository or publish it in a book), with an acknowledgment of its first publication in Revista peruana de investigación e innovación educativa.
The authors retain the right to make a subsequent publication of their work, to use the article or any part of it (for example: a compilation of their works, notes for conferences, thesis, or for a book), provided that they indicate its first publication in Revista peruana de investigación e innovación educativa (referencing authors of the work, journal, volume, number and date).
