Abstract:

This research looks at the integration of sustainability, engineering education, and adult learning, exploring the critical role of adult learners in tertiary engineering education. With a focus on understanding these learners' motivations, educational experiences, and problem-solving capabilities, the study seeks to clarify how adult learners navigate the complexities of sustainability in engineering disciplines. By examining their reasons for pursuing engineering, the challenges they face, and their contributions to the field, this investigation aims to reveal the nuanced ways in which adult learners engage with and address the sustainability challenges within engineering.

At the core of our exploration is the concept of problem framing of sustainability within engineering education. This involves recognising the multifaceted nature of sustainability issues by considering the diverse needs, perspectives, and contexts of all stakeholders involved. Adult learners, with their rich blend of experiences, expectations, and constraints, stand out as a pivotal group whose insights are crucial in crafting an engineering education that is both inclusive and adaptive. This study probes into how these learners perceive and address the challenges they face, including how they integrate their previous experiences, balance the demands of work, life, and study, and interact with the curriculum and pedagogical approaches of their programs.

Employing a mixed methods survey, we explore adult learners' motivations, the relevance of the curriculum to their career goals and impact on sustainability as well as their strategies for time management and conflict resolution. The survey aims to capture a detailed overview of the experiences and perceptions of adult learners, underlining the significance of integrating diverse perspectives into the learning environment. It aims to identify how factors such as age and prior experiences can impact on creating a more inclusive and effective engineering educational setting for sustainability. Additionally, by identifying key obstacles and evaluating the support services available, this research offers valuable insights into the educational needs and opportunities for adult learners.

Ultimately, this study underscores the essential role that adult learners play in the engineering education ecosystem, particularly within the context of sustainability and problem framing. By focusing on their unique experiences and challenges, the research enriches our understanding of how adult learners contribute to addressing engineering for sustainability challenges. The goal is to enhance the planning/design of engineering education to better prepare all learners, especially adult learners, for effectively tackling the complex problems for a sustainable future. This includes embedding problem-solving, problem framing, and the transversal skills essential for fostering sustainability within engineering education.

Keywords:

Sustainability, Engineering Education, Adult Learners, Problem Framing, Transversal Skills, Inclusive Design, Lifelong Learning.