Abstract:

Over the past few years, the importance of Sustainable Development Goals (SDGs) has been widely recognized, as evidenced by their inclusion in university curricula. It is crucial to promote education focused on sustainable development through competencies related to ethical and environmental responsibility criteria, as well as raising awareness among students about sustainability. Thanks to new technologies and communication systems, it is possible to introduce innovative methodologies in the classroom that allow us to foster new teaching and learning scenarios and work on the concept of sustainability from an innovative and engaging perspective.

The purpose of this work is to present a methodology that, using ICT tools, allows university students to reflect on the awareness of the importance of considering sustainability in our daily decisions regarding mobility. The study was conducted in various undergraduate and master's level courses at the Polytechnic University of Valencia (UPV). The objective is to promote awareness and reflection on daily habits, particularly in terms of everyday mobility, using new technologies.

The methodology consists of three phases, with students participating for one week. In the first session, in the classroom, students are asked to activate the location history feature of Google Maps to automatically generate a travel journal with data collected by the application. This creates a profile for each student with a diary of all their daily trips, including duration, mode of transportation, and itinerary. Simultaneously, students are asked to manually complete a paper travel diary using a given template, reporting information about their trips for a week: origin, destination, start time, duration, mode of transportation, and purpose. They are also asked about satisfaction with the trip and the emotions generated during it.

After the week, a classroom session is dedicated to comparing and reflecting on each student's personal mobility. In this session, students first complete a final questionnaire collecting information about their experience in the project, with 101 participants. Among the results, it is noteworthy that students found differences in the perception of travel time between private modes, public transportation, and active modes. A total of 776 trips were recorded, with 40% being intermodal journeys. Aggregated information on the modes of transportation used allowed for reflection on each person's mobility and the possibilities of transitioning to more sustainable mobility.

Likewise, the highest-scoring items used to assess the travel diary experience were: easy (70.3%) and enjoyable (46.5%). For the automatically generated Google Maps diary, the values were lower but still positive (54.3% and 32.7%, respectively), possibly due to operational errors for some users. In conclusion, this teaching experience has successfully integrated sustainability and SDGs in the classroom, using new technologies, and has served as a reflection on personal sustainability in the field of transportation. The experience has been well-received by students and has seen high participation.

Acknowledgement:
This study is part of the project "Integration of Geolocated Passive Data with Traditional Transportation Surveys for the Study of People's Mobility (CIGE/2021/121)."

Keywords:

Mobility, sustainability, google maps, travel diary.