Abstract:

Every year, more engineers enter the professional field with the mission of designing, developing, and optimizing solutions to different problems. However, sustainability is not always considered in all engineering fields, and academic programs are not always designed to incorporate concepts such as sustainability, energy efficiency, or responsible material selection. Many students are unaware of the current environmental challenges affecting the planet, and this lack of knowledge and information limits the preparation of future engineers to address these challenges.

The objective of this study was to raise awareness among Mechanical Engineering students about the importance of incorporating environmental sustainability criteria into their academic training and future professional practice.

To achieve this objective, a methodology was implemented through informative talks and participatory discussion sessions, with the support of directors and professors from the Escuela Superior de Ingeniería Mecánica y Eléctrica, Azcapotzalco, in Mexico City. The purpose was to provide sustainability related information to students and encourage reflection on the importance of environmental responsibility in engineering. These interventions were designed based on a review of specialized literature on sustainability and education, addressing current environmental problems and the need to strengthen learning and develop better criteria regarding environmental sustainability.

This method was applied at the end of students’ classes through 10 sessions lasting between 30 and 50 minutes, involving 10 groups of 5 students each. The participants were students from the first, second, and ninth semesters, which allowed the inclusion of different stages of the educational process and the collection of their opinions regarding sustainability awareness.

To capture the attention of future generations, creative resources such as games were used to stimulate interest in the topic. The talks were not limited to sharing information, but were also designed to be interactive, allowing students to engage in dialogue with each other. This format aims to encourage the exchange of ideas and solutions, creating a constructive discussion environment.

Direct observation and the recording of comments and reflections expressed by students during and after each session were used. This information made it possible to identify changes in their perception of environmental sustainability and their intention to apply more responsible practices in their professional training.

The results of these interventions proved to be promising, since 90% of the students actively shared their ideas, showing a notable awareness regarding the importance of environmental care in their role as future engineers. Most of them recognized that before the intervention they had not reflected on the environmental impact of engineers, and now they understand the need to complement technical efficiency with sustainability criteria, highlighting actions such as pollution reduction and responsible material selection. They also showed willingness to share this knowledge with other classmates, promoting a culture of engineering oriented toward sustainability.

Keywords:

Mechanical Engineering, environmental sustainability, environmental impact, professional training, environmental care.