sus ainabili y
A icle
Applica ion o Ci cula Economy Techniques o
Design and De elopmen o P oduc s h ough
Collabo a i e P ojec -Based Lea ning o Indus ial
Enginee Teaching
Jaime González-Domínguez 1, Gonzalo Sánchez-Ba oso 1, F ancisco Zamo a-Polo 2and
Jus o Ga cía-Sanz-Calcedo 3,*
1
Indus ial Enginee ing School, Uni e si y o Ex emadu a, 06007 Badajoz, Spain; [email p o ec ed] (J.G.-D.);
[email p o ec ed] (G.S.-B.)
2Design Enginee ing Depa men , Highe Poly echnic School, Uni e si y o Se ille, 41011 Se ille, Spain;
[email p o ec ed]
3
P ojec Enginee ing Sec ion, Indus ial Enginee ing School, Uni e si y o Ex emadu a, 06007 Badajoz, Spain
*Co espondence: [email p o ec ed]; Tel.: +34-924-289-300
Recei ed: 2 May 2020; Accep ed: 22 May 2020; Published: 26 May 2020


Abs ac :
Collabo a i e p ojec -based lea ning aims o ge s uden s o ake esponsibili y o hei
knowledge p ocesses. The objec i e o his esea ch is o analyze he iabili y o applying ci cula
economy echniques o he design and de elopmen o p oduc s, h ough lea ning based on
collabo a i e p ojec s in indus ial enginee ing. A su ey was ca ied ou be ween 2015 and 2019
on inal yea s uden s o indus ial enginee ing in Spain, om i e di e en academic yea s. The
esponses ob ained we e analyzed s a is ically. The esul s indica e ha he s uden s who had mo e
p e ious knowledge abou he ci cula economy, alued i s ele ance o he design and de elopmen
o p oduc s as well as o he p ac ice o he p o ession mo e. In addi ion, i was demons a ed ha he
implemen a ion o ci cula economy s a egies in he design and de elopmen o p oduc s h ough
collabo a i e p ojec s allows he acquisi ion o di e en knowledge: eco-design, p oduc planning
and dis ibu ion, euse, ecycling, e c. Mo eo e , mos o he s uden s conside ed ha he ci cula
economy should be a complemen a y discipline and a ans e sal compe ence.
Keywo ds:
educa ional compe ences; p ojec enginee ing; p ojec managemen ; highe educa ion;
compe ences; collabo a i e models; ci cula economy; SDG; p ojec -based lea ning
1. In oduc ion
One o he main challenges o humani y in he 21s cen u y is sus ainable de elopmen (SD). SD
can be de ined as cu en de elopmen ha does no endange he p og ess o u u e gene a ions [1].
Following he ela i e success o he Millennium De elopmen Goals [
2
], he Uni ed Na ions has
p oposed a wo king agenda aimed a educing inequali ies, ensu ing peace, and de eloping p ospe i y
known as he Sus ainable De elopmen Goals (SDGs) [
3
]. Wi h a ime ame o 15 yea s (2015–2030),
he SDGs a e made up o 17 goals, 169 a ge s, and 263 indica o s [3].
Despi e hei mo i a ional na u e, he achie emen o he SDGs is no going as as as i was
hough i would [
4
,
5
]. The pa icipa ion o all ac o s—go e nmen en i ies, p i a e companies, ci il
socie y, non-go e nmen al o ganiza ions, e c.—is equi ed o achie e he SDGs [
2
,
3
,
5
,
6
]. In his sense,
uni e si ies can play a dynamic ole in o de o dynamize he SDGs’ a ainmen [
5
,
7
–
9
] and p omo e
sus ainabili y [10–12].
Sus ainabili y 2020,12, 4368; doi:10.3390/su12114368 www.mdpi.com/jou nal/sus ainabili y
Sus ainabili y 2020,12, 4368 2 o 16
The eaching o he SDGs a uni e si y mus be unde s ood wi hin a b oade pa adigm o educa ion
o sus ainable human de elopmen (ESHD) [
5
,
9
]. Educa ion o sus ainable human de elopmen is a
opic o g owing in e es in scien i ic li e a u e as well as a challenge o educa o s and ins i u ions o
highe educa ion [13].
The SDGs mus be unde s ood in a holis ic way [
3
,
5
]. I is no possible o isola e each SDG
sepa a ely. The e is a clea in e ela ionship among hem. Thus, he e is a ela ionship be ween SDG
4 (quali y educa ion) wi h o he objec i es, such as SDG 3 (heal h and well-being), SDG 5 (gende
equali y), SDG 1 (po e y educ ion), e c.
In his con ex , he ci cula economy can be an in e es ing ool o achie ing he SDGs [
14
]. This
economic model seeks o op imize he use o esou ces—bo h ene gy and ma e ials [
15
]. Thus, esou ces
a e kep o as much ime as possible in he p oduc ion cycle, educing he amoun o was e [
15
].
This model is opposed o he linea one based on ex ac ion, p oduc ion, consump ion, and disposal,
p oposing a cyclicali y ha inc eases e iciency in he use o esou ces and elimina es was e [15].
Despi e he cu en in e es in he concep o he ci cula economy be ween schola s [
16
,
17
], i s
ansla ion in o p ac ice is limi ed [
17
]. Fu he mo e, he numbe o pape s dealing wi h he eaching
o his economic model (ci cula economy educa ion) is s ill e y limi ed [15].
The main objec i e o his pape is o analyze he applica ion o ci cula economy echniques o he
de elopmen o p ojec -based lea ning ac i i ies o s uden s in he inal yea o indus ial enginee ing
deg ee cou ses. The speci ic objec i es o he pape a e (1) o desc ibe he p ojec -based lea ning
ac i i ies ca ied ou du ing he las 5 yea s and (2) o know he s uden s’ opinions abou he ac i i ies
de eloped as well as he use ulness o ci cula economy echniques in he de elopmen o p oduc s.
The emainde o his a icle is o ganized as ollows: in Sec ion 2 heo e ical backg ounds a e
de eloped; subsequen ly, me hodology is desc ibed; and esul s a e p esen ed (Sec ion 4) and discussed
(Sec ion 5). Finally, he main conclusions and u u e esea ch a e exposed in Sec ion 6.
2. Li e a u e Re iew
In his a icle a p ojec -based lea ning expe ience in he ield o he ci cula economy is analyzed.
The expe ience will be analyzed wi hin he pa adigm o ESHD and in he con ex o eaching SDGs
a uni e si y.
2.1. Educa ion o Sus ainable Human De elopmen a Uni e si y
In 1987 he Wo ld Commission on En i onmen and De elopmen (WCED) de ined sus ainable
de elopmen (SD) as de elopmen which “mee s he need o he p esen wi hou comp omising he
abili y o u u e gene a ions o mee hei own needs” [
1
]. In 2011, he Uni ed Na ions De elopmen
P og am (UNDP) de ined sus ainable human de elopmen (SHD) as “ he expansion o he subs an i e
eedoms o people oday while making easonable e o s o a oid se iously comp omising hose o
u u e gene a ions” [
18
]. Educa ion o sus ainable human de elopmen (ESHD) seeks o gene a e
o mal and in o mal p ocesses ha p omo e sus ainable human de elopmen in all a eas o socie y [
5
].
The e a e di e en ways o in eg a ing ESHD h oughou he cu iculum [
9
,
19
,
20
]: in oducing
en i onmen al issues in o an exis ing subjec , c ea ing a subjec speci ically ela ed o sus ainable
de elopmen , in oducing sus ainabili y aspec s ans e sally, and c ea ing a specializa ion i ine a y
a ound hese issues.
On he o he hand, he e is a lack o awa eness o he SDGs in socie y in gene al [
5
,
21
] and in he
uni e si y popula ion in pa icula [
5
]. Uni e si ies can play a undamen al ole in he de elopmen
and achie emen o he SDGs [
5
,
7
,
9
]. Uni e si ies can con ibu e om all hei a eas o wo k, eaching,
esea ch, he ans e o esea ch esul s, e c. [
7
]. Recen ly, a concep ual amewo k o eaching he
SDGs a uni e si y le el has been p oposed [
9
]. In his concep ual amewo k i e dimensions should
be conside ed. The au ho s p oposed a e ahed on o ep esen he concep ual amewo k. In he
cen e o e ahed on should be he s uden s— hey should be he main impo an hing in uni e si y
Sus ainabili y 2020,12, 4368 3 o 16
eaching. O he s aspec ha should be conside ed a e p o esso s, alliances, s uden s’ compe ences,
and eaching me hodology.
Abo e he con en ional eaching me hodology based on he ansmission o knowledge, a
ans o ma i e me hodology eme ges ha seeks o de elop s uden s’ skills [
5
,
22
–
26
]. In p e ious
wo ks we ha e de ended he need o a balanced p omo ion o compe ences bo h o a speci ic na u e
(di ec ly ela ed o p o essional p ac ice) and o a ans e sal na u e ( ela ed o he c ea ion o ac i e
and commi ed ci izenship) [
9
,
22
,
27
]. Bo h compe ences a e c ucial o he de elopmen o global and
cosmopoli an ci izenship [5,6].
T ans o ma i e educa ion mus be unde s ood in he con ex o cons uc i ism, and
s uden -cen e ed, in which ac i e me hodologies a e o en used [28].
2.2. Ci cula Economy Educa ion (CEE)
The ci cula economy is a mul i ace ed concep . In ac , a e iew pape published by Ki chhe e al.
(2017) wo ked wi h 114 de ini ions published in he scien i ic li e a u e [
16
]. The ci cula economy
is clea ly linked o he ield o sus ainabili y by p omo ing economic, social, and en i onmen al
de elopmen while ensu ing he p og ess o u u e gene a ions [
15
]. On he o he hand, i is clea ly
ela ed wi h he p omo ion o he SDGs (SDGs 7, 9, and 12).
Rega dless o he impo ance o educa ion, especially in he ield o highe educa ion, in p omo ing
sus ainabili y, he numbe o pape s add essing eaching in he ield o he ci cula economy is
limi ed [15,29].
Whalen e al. (2018) analyzed an expe ience o he use o a se ious game in he ield o he ci cula
economy [
29
]. Ki chhe and Piscicelli (2019) de eloped a eaching expe ience in he ield o he
ci cula economy in an hono s p og am wi hin he bachelo ’s p og ams (U ech Uni e si y) [
15
].
The expe ience, s uc u ed in eigh modules, included he concep ual de elopmen o he ci cula
economy, no ions o eco-design, an in oduc ion o he concep o eco-indus ial pa ks, he analysis o
he mac oeconomic impac s o he ci cula economy, excu sions, a pa y o ganized unde he c i e ia o
he ci cula economy, and an in eg a ing module as a conclusion. The ini ia i e was de eloped using
he me hodology o p oblem-based lea ning, unde a cons uc i is pe spec i e and aking special ca e
o non-dogma ism, in e ac ion be ween s uden s and be ween s uden s and eache s, and lea ning
by doing. The esul s o he expe ience we e excellen om he poin o iew o bo h pupils and
eaching s a .
The skills equi ed o design in he ield o he ci cula economy ha e ecen ly been analyzed
using 18 semi-s uc u ed in e iews wi h people in he indus y [30].
2.3. P ojec -Based Lea ning
P ojec -based lea ning (PBL) is an ac i e me hodology in which s uden s lea n h ough he
de elopmen o a p ojec , p e e ably in a g oup [
22
,
31
,
32
]. The s uden s collabo a e on an assignmen
ha has a ce ain ela ion wi h hei u u e p o essional con ex , and hey do i wo king on bo h speci ic
and p o essional compe ences [22,33,34].
In e es in PBL, as well as o he ac i e eaching me hodologies such as gami ica ion and lipped
class oom, is g owing a a ious educa ional s ages [27,35]. These me hodologies a e based on social
cons uc i ism whe eby s uden s should be in he cen e o he eaching–lea ning p ocess, building
hei own knowledge by hemsel es and wi h o he s: ma es, eache s, and ou side s [
9
,
27
,
36
–
38
]. This
collabo a i e lea ning cons i u es he social na u e o his ype o lea ning [9,27]. I s use has a double
objec i e—on he one hand i imp o es he de elopmen o compe encies on he s uden ’s side, and on
he o he hand i seeks a be e mo i a ion and commi men o he cou se o he s uden s [
22
,
33
,
35
,
39
].
Many wo ks analyze expe iences o he use o PBL a uni e si ies [
34
]. Ne e heless, jus a ew
in es iga ions add essed ci cula economy skills h ough his me hodology. A sea ch o documen s
published in he p e ious 5 yea s using he SCOPUS da abase [
40
], using he e ms “p oblem based
lea ning” and “ci cula economy”, was ealized in Ap il 2020. Only i e documen s we e ob ained. O
Sus ainabili y 2020,12, 4368 4 o 16
hese documen s, ou co esponded o con e ence pape s [
33
,
41
–
43
], and jus one is an a icle [
10
].
Thus, he analysis and desc ip ion o p ojec -based lea ning ini ia i es in he ield o he ci cula
economy is a challenge o he scien i ic communi y.
3. Me hodology
3.1. Syllabus Design
This s udy was de eloped in he op ional p og am “In eg al Managemen o Inno a ion P ojec s”
as pa o he Uni e si y’s mas e ’s deg ee in Indus ial Enginee ing. This is one o he 6 p og ams
o e ed by he deg ee and i is made up o he ollowing subjec s: Managemen Planning and P ojec
Con ol [
44
]; Managemen o Inno a ion in Indus ial Design [
45
]; and Fo mula ion, Managemen , and
E alua ion o R&D P ojec s [46].
The i ine a y is augh a he School o Indus ial Enginee ing o he Uni e si y o Ex emadu a
(Spain) and consis s o 18 Eu opean C edi T ans e Sys em c edi s (450 s uden s wo king hou s). The
p og am add esses nume ous p ojec managemen issues. The con en s o e ed a e ela ed o p ojec
managemen s anda ds acco ding o he P ojec Managemen Ins i u e [
47
]. Pa ame ic design ools
o p oduc design and de elopmen and he ci cula economy a e in oduced ans e sally.
In o de o apply he skills augh du ing he heo e ical sessions, s uden s we e asked o de elop
a collabo a i e p ojec ha in ol ed he h ee subjec s. This p ojec ocused on he design and
de elopmen o an inno a i e p oduc , di e en o each academic yea , which sol es a p e iously
iden i ied design p oblem. Wo ks de eloped du ing he 5 cou ses we e a co e ing sys em o sola
collec o s, a deployable wo k shed, su gical ligh , a di use o he ai -condi ioning o ope a ing ooms,
and a cleanliness sys em o pho o ol aic sola panels. Au odesk In en o P o essional 3D design and
pa ame ic modeling so wa e was used o he p oduc design phase [48].
Di e en planning ools we e explained and used du ing heo e ical sessions o he managemen
o he p ojec . In o de o design and de elop he p oduc , di e en echniques o he ci cula economy
we e exposed, which we e o be applied. The opics discussed included eco-design, he ca bon oo p in ,
li e cycle analysis, he op imiza ion o esou ce consump ion o manu ac u ing, he en i onmen al
impac o anspo o packaging and dis ibu ion [49], he eu iliza ion o ma e ials, e c.
P ojec s we e de eloped in eams o 2–4 enginee s. They had wo clea ly di e en ia ed pa s: (1)
p epa ing an R&D p ojec and (2) w i ing a echnical p oduc p ojec . The i s pa con ained he
cons uc ion o he s a e-o - he-a p oduc and he de e mina ion o he objec i es o he p oduc o
be de eloped as well as he me hodology, p og amming, and planning o he execu ion. The second
pa ollowed he classic mo phology o a echnical p ojec ( he epo , plans, speci ica ions, and
budge ) and was dedica ed o he design o he p oduc . The objec i e o his s uc u e was o ollow
he comple e p ocess o design and de elopmen o p oduc s, om he applica ion o unding o
he implemen a ion o an inno a i e idea o he ealiza ion o a p o o ype. The p ojec was clea ly
di e en ia ed in o wo pa s: inno a ion managemen and p oduc design.
In he inno a ion managemen pa , an analysis was made o all he cu en comme cial p oduc s
and pa en s ha could be used o he u u e design. Then a plan o he whole p ojec was p oposed,
aking in o accoun all he phases and asks in ol ed in he en i e de elopmen o he p ojec . In
addi ion, he budge was de ailed, and he exploi a ion plan o he esul s was d a ed. The p oduc
design pa desc ibed he me hodology ha was o be used in he design and de elopmen o he
p oduc . This design sa is ied a numbe o speci ic c i e ia. A e he p oduc was modeled, he
necessa y analyses we e pe o med o e i y he p oduc ’s unc ionali y. In his las pa , s uden s
we e equi ed o apply di e en s a egies o he ci cula economy, such as he selec ion o ma e ials,
eco-design o he p oduc , planning o anspo , and o he s.
A he end o he semes e , he inal p ojec documen a ion was deli e ed by he s uden s. I
included bo h he memo y o he wo pa s o he p ojec and he iles o he so wa e used. The
e alua ion o he assignmen was di ided in o wo pa s: submission o he p ojec and public de ense
Sus ainabili y 2020,12, 4368 5 o 16
be o e a ibunal made up o eache s o he subjec s. Al hough he o e all assessmen included
examina ions, he highes pe cen age (80%) was awa ded o he p ojec .
3.2. Su ey Design
The su ey de eloped o his s udy is p o ided in Appendix A. Thi y ques ions we e asked,
which we e classi ied in o h ee g oups: p io knowledge, he di icul y o acqui ing concep s in ci cula
economy, and he use ulness o hese echniques. The g oups had 5, 10, and 15 ques ions, espec i ely.
The possible answe s we e as ollows: no a all ag ee; somewha ag ee; indi e en ; ag ee; and o ally
ag ee, acco ding o a Like scale.
The su ey design p ocess began wi h an in-dep h s udy o he ci cula economy undamen als o
iden i y i s s a egies and key poin s. A b ains o ming session was held o speci y he objec i e o he
ques ions. An ini ial p oposal was hen d awn up wi h 70 ques ions. The su ey was e iewed by
expe s a a mee ing, and 40 ou o he 70 ques ions we e elimina ed. Among he easons o hese
emo als we e mainly ambiguous ques ions, simila ques ions, and ques ions ha did no mee he
objec i e o he su ey. In addi ion, a change was ealized in he s uc u e o he su ey, ob aining he
h ee g oups men ioned abo e.
3.3. Da a Collec ion
The su ey was p o ided in wo o ma s—on pape o cu en s uden s and in digi al o ma o
ex-s uden s. Twen y-eigh s uden s om 5 di e en academic yea s ( om 2015-16 o 2019-20) ga e hei
answe s. They cons i u ed all o pa icipan s in he special y o In eg a ed Managemen o Inno a ion
P ojec s om he mas e ’s deg ee in Indus ial Enginee ing a he Uni e si y o Ex emadu a. The
numbe o su eys was low due o poo en ollmen , al hough i co esponded o 100% o s uden s.
3.4. Da a Analysis
The s a is ical analysis so wa e S a is ical Package o Social Science (SPSS) was used o analyze
he da a [
50
]. Ini ially, a desc ip i e analysis o he sample was ca ied ou . Then, he andomness
o he esponses was es ed using a andomness es [
51
]. This es de ines a un as a sequence o
consecu i e alues g ea e han o equal o he cu -o poin (mean, median, mode, o speci ied alue),
p eceded o ollowed by o he s below his cu ing poin . A minimum alue o uns (an ex eme case is
2) o an excessi e numbe o hem indica es ha he obse a ions a e no andom. Fo his s udy, he
andomness es was pe o med based on he median, as his cu ing poin was app op ia e o his
ype o su ey esponse.
A eliabili y analysis o he ins umen was ca ied ou using C onbach’s alpha es [
52
] o measu e
he alidi y o he su ey and de e mine i he ques ions we e co ec [
53
]. The es akes alues
be ween 0 and 1. The highe he alpha alue, he mo e eliable he scale. As a gene al ule, alues
highe han 0.70 a e accep ed [
5
,
54
,
55
]. I is he igh es o ques ionnai es wi h mo e han wo answe
op ions, such as a Like scale.
Finally, answe pa e ns we e analyzed o es ablish ela ionships be ween he di e en dimensions.
In his analysis, we ob ained he mean esponses and s anda d de ia ions o each o he ques ions. A
dis inc ion was ealized be ween he di e en cou ses o de e mine hei main di e ences. In addi ion,
he esponse pe cen age o each o he ques ions was calcula ed in o de o obse e he ends in
posi i e and nega i e esponses.
4. Resul s
4.1. Randomness Tes
The signi icance le el o each ques ion is shown in Table 1. F om now on, he ques ions use he
abb e ia ion Q ollowed by he co esponding numbe o ep esen a su ey ques ion. Analyzing he

Sus ainabili y 2020,12, 4368 6 o 16
esul s, i can be concluded ha he andomness o he ques ions was no e i ied o Q
1
, Q
2
, Q
4
, Q
28
,
and Q29.
Table 1. Signi icance based on he median.
Q1Q2Q3Q4Q5Q6Q7Q8Q9Q10 Q11 Q12 Q13 Q14 Q15
10
−5
10
−4
0.597 0.003 0.204 1.000 0.338 0.950 0.361 0.094 0.102 0.710 1.000 0.866 0.386
Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30
0.338 0.577 0.075 0.226 0.386 0.277 0.319 1.000 0.550 0.747 0.075 0.130 0.006 0.031 0.950
The e was no andomness in ques ions Q
1
and Q
2
, as mos s uden s did no ha e p e ious
knowledge o he ci cula economy and had no used i s echniques be o e. This is a ai ly consis en
pa e n, which gi es an idea o he non- andomness. Mos pupils ag eed in hei answe s o ques ions
Q28 and Q29, which will be deba ed in he discussion sec ion.
4.2. In e nal Consis ency Analysis
The alpha alue o he comple e su ey (30 elemen s) was 0.890. Co ec ed o al co ela ion
alues o elemen s we e ob ained ha we e lowe han 0.4 (which would in i e he wi hd awal o
he said i em om he ques ionnai e because i implies a low co ela ion o he i em wi h espec o
he es ). Howe e , he “alpha i emo ed” column did no p o ide a highe alue o alpha han he
cu en one. The e o e, he consis ency o he designed es was alida ed.
The alue o each g oup o ques ions was 0.826, 0.773, and 0.832, espec i ely. I Q
3
was
elimina ed i would ob ain 0.886 o he block o ques ions 1. In he second block o ques ions,
α
was
only imp o ed by emo ing Q
7
p o iding a alue o
α
=0.805. Fo he hi d block, he exclusion o
Q26 and Q28 would allow an imp o emen o up o 0.841. I was decided no o dele e any o he ci ed
ques ions because he cu en alpha alue was al eady adequa e.
Pe o ming he same es by cou se, he ollowing alues we e ob ained, s a ing om he oldes
cou se: 0.902, 0.915, 0.910, 0.752, and 0.770. Gi en hese le els o eliabili y, he possibili y o emo ing
ques ions o imp o e in e nal consis ency was no aised. Table 2shows he esponse a e o he i s
block o ques ions o all cou ses.
Table 2. Resul s o he i s block o ques ions.
Fi s Block o Ques ions
Response (%) Mean S anda d
de ia ion
Ques ions 1 2 3 4 5
Q131.0 24.1 20.7 24.1 - 2.4 1.2
Q251.7 17.2 20.7 10.3 - 1.9 1.1
Q33.4 13.8 44.8 17.2 20.7 3.4 1.1
Q448.3 34.5 10.3 6.9 - 1.8 0.9
Q537.9 34.5 20.7 6.9 - 2.0 0.9
The second block o ques ions in he su ey ela ed o he di icul y o lea ning abou he ci cula
economy in p oduc de elopmen and design. S uden s ag eed on he app op ia eness o using
collabo a i e p ojec s o acqui e knowledge in he ci cula economy. This was e lec ed in he end
o sco ed esponses
≤
3. The e was e idence o a lack o knowledge in he de elopmen and design
o p oduc s ela ed o adequa e wa e managemen . The inno a i e p oduc design c i e ia should
equi e he use o wa e managemen echniques in u u e cou ses o imp o e wa e managemen
educa ion. Table 3shows he esponse a e o he second block o ques ions o all cou ses.
Sus ainabili y 2020,12, 4368 7 o 16
Table 3. Resul s o he second block o ques ions.
Second Block o Ques ions
Response (%) Mean S anda d
de ia ion
Ques ions 1 2 3 4 5
Q6- 10.3 20.7 44.8 24.1 3.8 0.9
Q710.3 41.4 37.9 10.3 - 2.5 0.8
Q8- 27.6 31.0 31.0 10.3 3.2 1.0
Q9- 31.0 41.4 20.7 6.9 3.0 0.9
Q10 3.4 10.3 24.1 34.5 27.6 3.7 1.1
Q11 3.4 3.4 17.2 55.2 20.7 3.9 0.9
Q12 0.0 20.7 27.6 31.0 20.7 3.5 1.1
Q13 31.0 31.0 31.0 6.9 - 2.1 1.0
Q14 0.0 17.2 24.1 24.1 34.5 3.8 1.1
Q15 3.4 13.8 20.7 37.9 24.1 3.7 1.1
Conce ning he hi d block o ques ions, he use ulness o he ci cula economy in he de elopmen
and design o p oduc s was ep esen ed. The answe s ob ained by he s uden s o he 2017/2018
academic yea s and ou . Table 4p esen s he esponse a e o he hi d block o ques ions o
all cou ses.
Table 4. Resul s o he hi d block o ques ions.
Thi d Block o Ques ions
Response (%) Mean S anda d
de ia ion
Ques ion 1 2 3 4 5
Q16 - - 10.3 41.4 48.3 4.4 0.7
Q17 3.4 10.3 27.6 31.0 27.6 3.7 1.1
Q18 - - 41.4 37.9 20.7 3.8 0.8
Q19 3.4 13.8 48.3 17.2 17.2 3.3 1.0
Q20 3.4 10.3 24.1 55.2 6.9 3.5 0.9
Q21 3.4 - 20.7 20.7 55.2 4.2 1.0
Q22 - - 13.8 13.8 72.4 4.6 0.7
Q23 - 20.7 24.1 27.6 27.6 3.6 1.1
Q24 - 6.9 13.8 44.8 34.5 4.1 0.9
Q25 - 13.8 31.0 41.4 13.8 3.6 0.9
Q26 - 6.9 34.5 17.2 41.4 3.9 1.0
Q27 - 10.3 24.1 44.8 20.7 3.8 0.9
Q28 6.9 27.6 31.0 17.2 17.2 3.1 1.2
Q29 - - 24.1 37.9 37.9 4.1 0.8
Q30 - 3.4 20.7 44.8 31.0 4.0 0.8
These s uden s did no conside he ci cula economy o be as necessa y as a ans e sal compe ence
(Q
28
) and indispensable o hei p o essional u u e (Q
29
). Fu he mo e, he s uden s did no see
he impo ance o p oduc design and de elopmen o inc ease he capaci y o implemen a ion and
Sus ainabili y 2020,12, 4368 8 o 16
analysis o ci cula economy s a egies (Q
30
). Table 5shows he a e age esponse o each o he cou ses
o ques ions 28, 29, and 30.
Table 5. Resul s o ques ions 28, 29, and 30.
Ques ions 28, 29, and 30
A e age esponse
Cou se Q28 Q29 Q30
2019/2020 4.4 4.6 4.1
2018/2019 3.5 4.5 4.5
2017/2018 2.0 3.4 3.6
2016/2017 2.5 3.9 3.8
2015/2016 3.1 4.4 4.4
To al 3.1 4.1 4.0
S anda d de ia ion 1.2 0.8 0.8
I can be app ecia ed ha ques ions 16 and 22 had a alue
≥
3 o 100% o he esponden s, which
showed he impo ance o he implemen a ion o he ci cula economy in he de elopmen and design
o p oduc s. Table 6p esen s he esul s o ques ions 16 and 22.
Table 6. Resul s o ques ions 16 and 22.
Ques ions 16 and 22
Response (%) Mean S anda d
de ia ion
Ques ion 1 2 3 4 5
Q16 - - 10.3 41.4 48.3 4.4 0.7
Q22 - - 13.8 13.8 72.4 4.6 0.7
S uden s o he 2019/2020 academic yea esponded wi h a highe sco e o p e ious knowledge
acqui ed be o e he eaching o he subjec s o he op ional p og am. I should be no ed ha hese
s uden s p esen ed he highes a e age sco e o ques ions 23, 24, 28, and 29. These ques ions explained
he ele ance o he ci cula economy in he de elopmen and design o p oduc s and in he u u e
p ac ice o he p o ession. Mo eo e , he ci cula economy was conside ed as a complemen a y
discipline and a ans e sal compe ence. Table 7shows he esul s o ques ions 23 and 24.
Table 7. Resul s o ques ions 23 and 24.
Ques ions 23 and 24
A e age esponse
Cou se Q23 Q24
2029/2020 4.6 4.9
2018/2019 3.5 2.5
2017/2018 3.8 4.2
2016/2017 2.6 3.4
2015/2016 3.7 4.0
To al 3.6 4.1
S anda d de ia ion 1.1 0.9
Sus ainabili y 2020,12, 4368 9 o 16
5. Discussion
5.1. Analysis o he PBL Expe ience
The esul s ob ained in his esea ch illus a e he bene i s o he PBL me hodology o wo king
ans e sally wi h he ci cula economy and p oduc enginee ing (Q
17
–Q
20
). The s uden s conside ed
ha he ac i i y o PBL allowed hem o inc ease hei in e es in he ci cula economy, ha i
consolida ed hei knowledge abou he ci cula economy, and ha i caused an inc ease in he
de elopmen o knowledge o he ci cula economy and in hei in e es in de eloping i in o he
subjec s. The a e age o all hese ques ions is equal o mo e han 3 ou o 5 poin s. Resul s a e
consis en wi h o he s p e iously published in he li e a u e. These s udies s a e ha he de elopmen
o PBL ac i i ies is use ul o he p omo ion o compe encies in he ield o p ojec managemen and
leade ship [
22
,
34
]. The success o collabo a i e s a egies is based on he p ope o ganiza ion o
class oom ac i i ies, along wi h he o ganiza ion o wo king g oups and he dis ibu ion o oles among
hei membe s [56].
The esea ch e ealed how s uden s conside ha he ci cula economy and he quali y o
collabo a i e p ojec s help each o he (Q
18
and Q
22
). The concep s o he ci cula economy a e easy
o unde s and because hey can be implemen ed in basic aining. This allows he knowledge o be
ob ained be o e he subjec s o he i ine a y a e aken. I also acili a es he assimila ion o knowledge
conce ning ma e ial selec ion, eco-design, anspo planning [57], ene gy e iciency, ecycling, e c.
S uden s claim o ha e ob ained knowledge abou he ci cula economy (Q
10
–Q
15
and Q
18
) and
ha i has been ela i ely easy o lea n (Q
6
–Q
9
). On he one hand, s uden s gi e a high alue o he
euse, ecycling, and eco e y o was e (Q14); he co ec planning and dis ibu ion o p oduc s (Q11);
ene gy consump ion (Q
12
); and he eco-design o p oduc s (Q
10
). On he o he hand, s uden s place a
lowe alue on he acquisi ion o knowledge abou wa e consump ion e iciency (Q13).
I was ound ha p e ious knowledge abou he ci cula economy (Q
1
–Q
5
) was qui e sca ce
among he s uden s who came om di e en special ies. S uden s who had p e ious knowledge
had i because hey had de eloped hei bachelo hesis specializing in p oduc enginee ing. This is
consis en wi h p e ious wo ks published in he li e a u e ha claim a de ici in he eaching o he
ci cula economy and indica e he impo ance o eaching i in he abo e subjec s [15].
5.2. Ci cula Economy Educa ion in he F amewo k o SDG Educa ion
The e is a g owing in e es in de eloping educa ion o sus ainable human de elopmen
expe iences a a uni e si y le el [
13
]. In his ega d, eaching he Sus ainable De elopmen Goals is a
majo challenge o highe educa ion ins i u ions [
5
,
9
]. SDG 12 is ela ed o esponsible p oduc ion and
consump ion, so he ci cula economy could make a e y in e es ing con ibu ion o he achie emen
o SDG 12. Thus, ci cula economy educa ion is clea ly ela ed o SDG educa ion and ESHD educa ion
(Figu e 1).
The s uden s pa icipa ing in he ini ia i e showed a g ea e knowledge o he concep s ela ed
o he ci cula economy, and in his way his ini ia i e con ibu es o he di usion o SDG 12. In a
angen ial way, o he SDGs a e also being di used, such as SDG 7 (F ee and Accessible Ene gy) and
SDG 9 (Indus y, Inno a ion, and In as uc u e). In his way, he lea ning o echniques o he ci cula
economy, h ough he design and de elopmen o p oduc s, allows he s uden s o he Uni e si y’s
mas e ’s deg ee in Indus ial Enginee ing o inc ease hei knowledge o he SDGs. The e o e, he e
was a lack o awa eness obse ed in uni e si y s uden s abou SD.
Sus ainabili y 2020,12, 4368 16 o 16
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