Application of Circular Economy Techniques for Design and Development of Products through Collaborative Project-Based Learning for Industrial Engineer Teaching

sustainability Article Application of Circular Economy Techniques for Design and Development of Products through Collaborative Project-Based Learning for Industrial Engineer Teaching Jaime González-Domínguez 1, Gonzalo Sánchez-Barroso 1, Francisco Zamora-Polo 2and Justo García-Sanz-Calcedo 3,* 1 Industrial Engineering School, University of Extremadura, 06007 Badajoz, Spain; [email protected] (J.G.-D.); [email protected] (G.S.-B.) 2Design Engineering Department, Higher Polytechnic School, University of Seville, 41011 Seville, Spain; [email protected] 3 Project Engineering Section, Industrial Engineering School, University of Extremadura, 06007 Badajoz, Spain *Correspondence: [email protected]; Tel.: +34-924-289-300 Received: 2 May 2020; Accepted: 22 May 2020; Published: 26 May 2020   Abstract: Collaborative project-based learning aims to get students to take responsibility for their knowledge processes. The objective of this research is to analyze the viability of applying circular economy techniques for the design and development of products, through learning based on collaborative projects in industrial engineering. A survey was carried out between 2015 and 2019 on final year students of industrial engineering in Spain, from five different academic years. The responses obtained were analyzed statistically. The results indicate that the students who had more previous knowledge about the circular economy, valued its relevance for the design and development of products as well as for the practice of the profession more. In addition, it was demonstrated that the implementation of circular economy strategies in the design and development of products through collaborative projects allows the acquisition of different knowledge: eco-design, product planning and distribution, reuse, recycling, etc. Moreover, most of the students considered that the circular economy should be a complementary discipline and a transversal competence. Keywords: educational competences; project engineering; project management; higher education; competences; collaborative models; circular economy; SDG; project-based learning 1. Introduction One of the main challenges for humanity in the 21st century is sustainable development (SD). SD can be defined as current development that does not endanger the progress of future generations [1]. Following the relative success of the Millennium Development Goals [ 2 ], the United Nations has proposed a working agenda aimed at reducing inequalities, ensuring peace, and developing prosperity known as the Sustainable Development Goals (SDGs) [ 3 ]. With a timeframe of 15 years (2015–2030), the SDGs are made up of 17 goals, 169 targets, and 263 indicators [3]. Despite their motivational nature, the achievement of the SDGs is not going as fast as it was thought it would [ 4 , 5 ]. The participation of all actors—government entities, private companies, civil society, non-governmental organizations, etc.—is required to achieve the SDGs [ 2 , 3 , 5 , 6 ]. In this sense, universities can play a dynamic role in order to dynamize the SDGs’ attainment [ 5 , 7 – 9 ] and promote sustainability [10–12]. Sustainability 2020,12, 4368; doi:10.3390/su12114368 www.mdpi.com/journal/sustainability Sustainability 2020,12, 4368 2 of 16 The teaching of the SDGs at university must be understood within a broader paradigm of education for sustainable human development (ESHD) [ 5 , 9 ]. Education for sustainable human development is a topic of growing interest in scientific literature as well as a challenge for educators and institutions of higher education [13]. The SDGs must be understood in a holistic way [ 3 , 5 ]. It is not possible to isolate each SDG separately. There is a clear interrelationship among them. Thus, there is a relationship between SDG 4 (quality education) with other objectives, such as SDG 3 (health and well-being), SDG 5 (gender equality), SDG 1 (poverty reduction), etc. In this context, the circular economy can be an interesting tool for achieving the SDGs [ 14 ]. This economic model seeks to optimize the use of resources—both energy and materials [ 15 ]. Thus, resources are kept for as much time as possible in the production cycle, reducing the amount of waste [ 15 ]. This model is opposed to the linear one based on extraction, production, consumption, and disposal, proposing a cyclicality that increases efficiency in the use of resources and eliminates waste [15]. Despite the current interest in the concept of the circular economy between scholars [ 16 , 17 ], its translation into practice is limited [ 17 ]. Furthermore, the number of papers dealing with the teaching of this economic model (circular economy education) is still very limited [15]. The main objective of this paper is to analyze the application of circular economy techniques to the development of project-based learning activities for students in the final year of industrial engineering degree courses. The specific objectives of the paper are (1) to describe the project-based learning activities carried out during the last 5 years and (2) to know the students’ opinions about the activities developed as well as the usefulness of circular economy techniques in the development of products. The remainder of this article is organized as follows: in Section 2theoretical backgrounds are developed; subsequently, methodology is described; and results are presented (Section 4) and discussed (Section 5). Finally, the main conclusions and future research are exposed in Section 6. 2. Literature Review In this article a project-based learning experience in the field of the circular economy is analyzed. The experience will be analyzed within the paradigm of ESHD and in the context of teaching SDGs at university. 2.1. Education for Sustainable Human Development at University In 1987 the World Commission on Environment and Development (WCED) defined sustainable development (SD) as development which “meets the need of the present without compromising the ability of future generations to meet their own needs” [ 1 ]. In 2011, the United Nations Development Program (UNDP) defined sustainable human development (SHD) as “the expansion of the substantive freedoms of people today while making reasonable efforts to avoid seriously compromising those of future generations” [ 18 ]. Education for sustainable human development (ESHD) seeks to generate formal and informal processes that promote sustainable human development in all areas of society [ 5 ]. There are different ways of integrating ESHD throughout the curriculum [ 9 , 19 , 20 ]: introducing environmental issues into an existing subject, creating a subject specifically related to sustainable development, introducing sustainability aspects transversally, and creating a specialization itinerary around these issues. On the other hand, there is a lack of awareness of the SDGs in society in general [ 5 , 21 ] and in the university population in particular [ 5 ]. Universities can play a fundamental role in the development and achievement of the SDGs [ 5 , 7 , 9 ]. Universities can contribute from all their areas of work, teaching, research, the transfer of research results, etc. [ 7 ]. Recently, a conceptual framework for teaching the SDGs at university level has been proposed [ 9 ]. In this conceptual framework five dimensions should be considered. The authors proposed a tetrahedron to represent the conceptual framework. In the center of tetrahedron should be the students—they should be the main important thing in university Sustainability 2020,12, 4368 3 of 16 teaching. Others aspect that should be considered are professors, alliances, students’ competences, and teaching methodology. Above the conventional teaching methodology based on the transmission of knowledge, a transformative methodology emerges that seeks to develop students’ skills [ 5 , 22 – 26 ]. In previous works we have defended the need for a balanced promotion of competences both of a specific nature (directly related to professional practice) and of a transversal nature (related to the creation of active and committed citizenship) [ 9 , 22 , 27 ]. Both competences are crucial for the development of global and cosmopolitan citizenship [5,6]. Transformative education must be understood in the context of constructivism, and student-centered, in which active methodologies are often used [28]. 2.2. Circular Economy Education (CEE) The circular economy is a multifaceted concept. In fact, a review paper published by Kirchherr et al. (2017) worked with 114 definitions published in the scientific literature [ 16 ]. The circular economy is clearly linked to the field of sustainability by promoting economic, social, and environmental development while ensuring the progress of future generations [ 15 ]. On the other hand, it is clearly related with the promotion of the SDGs (SDGs 7, 9, and 12). Regardless of the importance of education, especially in the field of higher education, in promoting sustainability, the number of papers addressing teaching in the field of the circular economy is limited [15,29]. Whalen et al. (2018) analyzed an experience of the use of a serious game in the field of the circular economy [ 29 ]. Kirchherr and Piscicelli (2019) developed a teaching experience in the field of the circular economy in an honors program within the bachelor’s programs (Utrecht University) [ 15 ]. The experience, structured in eight modules, included the conceptual development of the circular economy, notions of eco-design, an introduction to the concept of eco-industrial parks, the analysis of the macroeconomic impacts of the circular economy, excursions, a party organized under the criteria of the circular economy, and an integrating module as a conclusion. The initiative was developed using the methodology of problem-based learning, under a constructivist perspective and taking special care of non-dogmatism, interaction between students and between students and teachers, and learning by doing. The results of the experience were excellent from the point of view of both pupils and teaching staff. The skills required for design in the field of the circular economy have recently been analyzed using 18 semi-structured interviews with people in the industry [30]. 2.3. Project-Based Learning Project-based learning (PBL) is an active methodology in which students learn through the development of a project, preferably in a group [ 22 , 31 , 32 ]. The students collaborate on an assignment that has a certain relation with their future professional context, and they do it working on both specific and professional competences [22,33,34]. Interest in PBL, as well as other active teaching methodologies such as gamification and flipped classroom, is growing at various educational stages [27,35]. These methodologies are based on social constructivism whereby students should be in the center of the teaching–learning process, building their own knowledge by themselves and with others: mates, teachers, and outsiders [ 9 , 27 , 36 – 38 ]. This collaborative learning constitutes the social nature of this type of learning [9,27]. Its use has a double objective—on the one hand it improves the development of competencies on the student’s side, and on the other hand it seeks a better motivation and commitment to the course of the students [ 22 , 33 , 35 , 39 ]. Many works analyze experiences of the use of PBL at universities [ 34 ]. Nevertheless, just a few investigations addressed circular economy skills through this methodology. A search of documents published in the previous 5 years using the SCOPUS database [ 40 ], using the terms “problem based learning” and “circular economy”, was realized in April 2020. Only five documents were obtained. Of Sustainability 2020,12, 4368 4 of 16 these documents, four corresponded to conference papers [ 33 , 41 – 43 ], and just one is an article [ 10 ]. Thus, the analysis and description of project-based learning initiatives in the field of the circular economy is a challenge for the scientific community. 3. Methodology 3.1. Syllabus Design This study was developed in the optional program “Integral Management of Innovation Projects” as part of the University’s master’s degree in Industrial Engineering. This is one of the 6 programs offered by the degree and it is made up of the following subjects: Management Planning and Project Control [ 44 ]; Management of Innovation in Industrial Design [ 45 ]; and Formulation, Management, and Evaluation of R&D Projects [46]. The itinerary is taught at the School of Industrial Engineering of the University of Extremadura (Spain) and consists of 18 European Credit Transfer System credits (450 students working hours). The program addresses numerous project management issues. The contents offered are related to project management standards according to the Project Management Institute [ 47 ]. Parametric design tools for product design and development and the circular economy are introduced transversally. In order to apply the skills taught during the theoretical sessions, students were asked to develop a collaborative project that involved the three subjects. This project focused on the design and development of an innovative product, different for each academic year, which solves a previously identified design problem. Works developed during the 5 courses were a covering system for solar collectors, a deployable work shed, surgical light, a diffuser for the air-conditioning of operating rooms, and a cleanliness system for photovoltaic solar panels. Autodesk Inventor Professional 3D design and parametric modeling software was used for the product design phase [48]. Different planning tools were explained and used during theoretical sessions for the management of the project. In order to design and develop the product, different techniques of the circular economy were exposed, which were to be applied. The topics discussed included eco-design, the carbon footprint, life cycle analysis, the optimization of resource consumption for manufacturing, the environmental impact of transport for packaging and distribution [49], the reutilization of materials, etc. Projects were developed in teams of 2–4 engineers. They had two clearly differentiated parts: (1) preparing an R&D project and (2) writing a technical product project. The first part contained the construction of the state-of-the-art product and the determination of the objectives of the product to be developed as well as the methodology, programming, and planning of the execution. The second part followed the classic morphology of a technical project (the report, plans, specifications, and budget) and was dedicated to the design of the product. The objective of this structure was to follow the complete process of design and development of products, from the application for funding to the implementation of an innovative idea to the realization of a prototype. The project was clearly differentiated into two parts: innovation management and product design. In the innovation management part, an analysis was made of all the current commercial products and patents that could be used for the future design. Then a plan of the whole project was proposed, taking into account all the phases and tasks involved in the entire development of the project. In addition, the budget was detailed, and the exploitation plan of the results was drafted. The product design part described the methodology that was to be used in the design and development of the product. This design satisfied a number of specific criteria. After the product was modeled, the necessary analyses were performed to verify the product’s functionality. In this last part, students were required to apply different strategies of the circular economy, such as the selection of materials, eco-design of the product, planning of transport, and others. At the end of the semester, the final project documentation was delivered by the students. It included both the memory of the two parts of the project and the files of the software used. The evaluation of the assignment was divided into two parts: submission of the project and public defense Sustainability 2020,12, 4368 5 of 16 before a tribunal made up of teachers of the subjects. Although the overall assessment included examinations, the highest percentage (80%) was awarded for the project. 3.2. Survey Design The survey developed for this study is provided in Appendix A. Thirty questions were asked, which were classified into three groups: prior knowledge, the difficulty of acquiring concepts in circular economy, and the usefulness of these techniques. The groups had 5, 10, and 15 questions, respectively. The possible answers were as follows: not at all agree; somewhat agree; indifferent; agree; and totally agree, according to a Likert scale. The survey design process began with an in-depth study of the circular economy fundamentals to identify its strategies and key points. A brainstorming session was held to specify the objective of the questions. An initial proposal was then drawn up with 70 questions. The survey was reviewed by experts at a meeting, and 40 out of the 70 questions were eliminated. Among the reasons for these removals were mainly ambiguous questions, similar questions, and questions that did not meet the objective of the survey. In addition, a change was realized in the structure of the survey, obtaining the three groups mentioned above. 3.3. Data Collection The survey was provided in two formats—on paper for current students and in digital format for ex-students. Twenty-eight students from 5 different academic years (from 2015-16 to 2019-20) gave their answers. They constituted all of participants in the specialty of Integrated Management of Innovation Projects from the master’s degree in Industrial Engineering at the University of Extremadura. The number of surveys was low due to poor enrollment, although it corresponded to 100% of students. 3.4. Data Analysis The statistical analysis software Statistical Package for Social Science (SPSS) was used to analyze the data [ 50 ]. Initially, a descriptive analysis of the sample was carried out. Then, the randomness of the responses was tested using a randomness test [ 51 ]. This test defines a run as a sequence of consecutive values greater than or equal to the cut-offpoint (mean, median, mode, or specified value), preceded or followed by others below this cutting point. A minimum value of runs (an extreme case is 2) or an excessive number of them indicates that the observations are not random. For this study, the randomness test was performed based on the median, as this cutting point was appropriate for this type of survey response. A reliability analysis of the instrument was carried out using Cronbach’s alpha test [ 52 ] to measure the validity of the survey and determine if the questions were correct [ 53 ]. The test takes values between 0 and 1. The higher the alpha value, the more reliable the scale. As a general rule, values higher than 0.70 are accepted [ 5 , 54 , 55 ]. It is the right test for questionnaires with more than two answer options, such as a Likert scale. Finally, answer patterns were analyzed to establish relationships between the different dimensions. In this analysis, we obtained the mean responses and standard deviations for each of the questions. A distinction was realized between the different courses to determine their main differences. In addition, the response percentage for each of the questions was calculated in order to observe the trends in positive and negative responses. 4. Results 4.1. Randomness Test The significance level for each question is shown in Table 1. From now on, the questions use the abbreviation Q followed by the corresponding number to represent a survey question. Analyzing the Sustainability 2020,12, 4368 6 of 16 results, it can be concluded that the randomness of the questions was not verified for Q 1 , Q 2 , Q 4 , Q 28 , and Q29. Table 1. Significance based on the 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 There was no randomness in questions Q 1 and Q 2 , as most students did not have previous knowledge of the circular economy and had not used its techniques before. This is a fairly consistent pattern, which gives an idea of the non-randomness. Most pupils agreed in their answers to questions Q28 and Q29, which will be debated in the discussion section. 4.2. Internal Consistency Analysis The alpha value for the complete survey (30 elements) was 0.890. Corrected total correlation values of elements were obtained that were lower than 0.4 (which would invite the withdrawal of the said item from the questionnaire because it implies a low correlation of the item with respect to the rest). However, the “alpha if removed” column did not provide a higher value of alpha than the current one. Therefore, the consistency of the designed test was validated. The value for each group of questions was 0.826, 0.773, and 0.832, respectively. If Q 3 was eliminated it would obtain 0.886 for the block of questions 1. In the second block of questions, α was only improved by removing Q 7 providing a value of α =0.805. For the third block, the exclusion of Q26 and Q28 would allow an improvement of up to 0.841. It was decided not to delete any of the cited questions because the current alpha value was already adequate. Performing the same test by course, the following values were obtained, starting from the oldest course: 0.902, 0.915, 0.910, 0.752, and 0.770. Given these levels of reliability, the possibility of removing questions to improve internal consistency was not raised. Table 2shows the response rate for the first block of questions for all courses. Table 2. Results of the first block of questions. First Block of Questions Response (%) Mean Standard deviation Questions 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 of questions in the survey related to the difficulty of learning about the circular economy in product development and design. Students agreed on the appropriateness of using collaborative projects to acquire knowledge in the circular economy. This was reflected in the trend of scored responses ≤ 3. There was evidence of a lack of knowledge in the development and design of products related to adequate water management. The innovative product design criteria should require the use of water management techniques in future courses to improve water management education. Table 3shows the response rate for the second block of questions for all courses. Sustainability 2020,12, 4368 7 of 16 Table 3. Results of the second block of questions. Second Block of Questions Response (%) Mean Standard deviation Questions 1 2 3 4 5 Q610.3 20.7 44.8 24.1 3.8 0.9 Q710.3 41.4 37.9 10.3 - 2.5 0.8 Q827.6 31.0 31.0 10.3 3.2 1.0 Q931.0 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 Concerning the third block of questions, the usefulness of the circular economy in the development and design of products was represented. The answers obtained by the students of the 2017/2018 academic year stand out. Table 4presents the response rate for the third block of questions for all courses. Table 4. Results of the third block of questions. Third Block of Questions Response (%) Mean Standard deviation Question 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 students did not consider the circular economy to be as necessary as a transversal competence (Q 28 ) and indispensable for their professional future (Q 29 ). Furthermore, the students did not see the importance of product design and development to increase the capacity of implementation and Sustainability 2020,12, 4368 8 of 16 analysis of circular economy strategies (Q 30 ). Table 5shows the average response of each of the courses to questions 28, 29, and 30. Table 5. Results for questions 28, 29, and 30. Questions 28, 29, and 30 Average response Course 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 Total 3.1 4.1 4.0 Standard deviation 1.2 0.8 0.8 It can be appreciated that questions 16 and 22 had a value ≥ 3 for 100% of the respondents, which showed the importance of the implementation of the circular economy in the development and design of products. Table 6presents the results of questions 16 and 22. Table 6. Results for questions 16 and 22. Questions 16 and 22 Response (%) Mean Standard deviation Question 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 Students of the 2019/2020 academic year responded with a higher score for previous knowledge acquired before the teaching of the subjects of the optional program. It should be noted that these students presented the highest average score to questions 23, 24, 28, and 29. These questions explained the relevance of the circular economy in the development and design of products and in the future practice of the profession. Moreover, the circular economy was considered as a complementary discipline and a transversal competence. Table 7shows the results of questions 23 and 24. Table 7. Results of questions 23 and 24. Questions 23 and 24 Average response Course 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 Total 3.6 4.1 Standard deviation 1.1 0.9 Sustainability 2020,12, 4368 9 of 16 5. Discussion 5.1. Analysis of the PBL Experience The results obtained in this research illustrate the benefits of the PBL methodology for working transversally with the circular economy and product engineering (Q 17 –Q 20 ). The students considered that the activity of PBL allowed them to increase their interest in the circular economy, that it consolidated their knowledge about the circular economy, and that it caused an increase in the development of knowledge of the circular economy and in their interest in developing it in other subjects. The average of all these questions is equal to more than 3 out of 5 points. Results are consistent with others previously published in the literature. These studies state that the development of PBL activities is useful for the promotion of competencies in the field of project management and leadership [ 22 , 34 ]. The success of collaborative strategies is based on the proper organization of classroom activities, along with the organization of working groups and the distribution of roles among their members [56]. The research revealed how students consider that the circular economy and the quality of collaborative projects help each other (Q 18 and Q 22 ). The concepts of the circular economy are easy to understand because they can be implemented in basic training. This allows the knowledge to be obtained before the subjects of the itinerary are taken. It also facilitates the assimilation of knowledge concerning material selection, eco-design, transport planning [57], energy efficiency, recycling, etc. Students claim to have obtained knowledge about the circular economy (Q 10 –Q 15 and Q 18 ) and that it has been relatively easy to learn (Q 6 –Q 9 ). On the one hand, students give a high value to the reuse, recycling, and recovery of waste (Q14); the correct planning and distribution of products (Q11); energy consumption (Q 12 ); and the eco-design of products (Q 10 ). On the other hand, students place a lower value on the acquisition of knowledge about water consumption efficiency (Q13). It was found that previous knowledge about the circular economy (Q 1 –Q 5 ) was quite scarce among the students who came from different specialties. Students who had previous knowledge had it because they had developed their bachelor thesis specializing in product engineering. This is consistent with previous works published in the literature that claim a deficit in the teaching of the circular economy and indicate the importance of teaching it in the above subjects [15]. 5.2. Circular Economy Education in the Framework of SDG Education There is a growing interest in developing education for sustainable human development experiences at a university level [ 13 ]. In this regard, teaching the Sustainable Development Goals is a major challenge for higher education institutions [ 5 , 9 ]. SDG 12 is related to responsible production and consumption, so the circular economy could make a very interesting contribution to the achievement of SDG 12. Thus, circular economy education is clearly related to SDG education and ESHD education (Figure 1). 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