Abstract:

“Building sustainability: experience as an engineer” workshop is presented as an educational innovation initiative designed to develop scientific and technological interests while cultivating responsible attitudes toward sustainability from an early age. The main goal of the workshop was to introduce key concepts related to sustainable construction to Primary Education students, emphasizing the environmental impact of conventional concrete and the potential of recycled materials as more sustainable alternatives. By building a bridge between university research and primary school education, this initiative helps to bring children closer to current scientific challenges.

This activity was developed by SUstainable CONStruction (SUCONS) Research Group from the University of Burgos and implemented within the “XV Women and Science Week: Inclusive Science 2026” held at the Higher Polytechnic School of the University of Burgos. The workshop was delivered across two sessions of 1.5 hours each, with approximately 25 students from 4th to 6th grade of Primary Education participating in each session. The selection of this age group aimed to engage learners at a stage where curiosity for science and engineering can be effectively nurtured. The pedagogical framework for the workshop was the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach, which emphasizes active learning through experimentation, creative problem solving, and real‑world concepts. The first phase of the workshop consisted of an interactive introduction to explore students’ prior knowledge and to present key ideas about recycling, sustainability, and environmental impact.

Following the introduction, participants engaged in a practical engineering task: designing and preparing their own concrete mixtures using recycled materials. In particular, residue obtained from decommissioned wind turbine blades were incorporated into the mixtures to illustrate innovative reuse strategies. Students worked collaboratively to mix materials and prepare samples. After sample preparation, students performed a series of standardized engineering tests to evaluate physical and mechanical properties. These tests included measurements of density, compressive strength, and rebound index among others. By conducting these assessments, participants were exposed to empirical data collection and analysis.

The workshop concluded with a guided group reflection focused on consolidating insights from the activities and fostering awareness of environmental responsibility. During this phase, students discussed the implications of material selection and the importance of innovation in addressing sustainability challenges. This reflective component was essential to connect practical experience with socio‑scientific issues. In summary, the “Building sustainability: experience as an engineer” workshop demonstrates that a STEAM‑based methodology effectively engages young learners in real scientific and engineering practices while promoting sustainability competencies.

Keywords:

STEAM, Sustainability, Primary education, Recycled materials, Concrete.