Educación en ingeniería para un futuro más verde: Una revisión de los currículos, las competencias y la pedagogía en la era de la Industria 5.0
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.02.3Palabras clave:
cambio climático, desarrollo sostenible, enseñanza superior, ingenieríaResumen
Este artículo está dirigido a profesores, diseñadores instruccionales y personal académico que deseen integrar la educación en sostenibilidad en las instituciones de educación superior. En él se analizan los últimos avances en materia de cambio climático y educación en sostenibilidad, con especial atención a la ingeniería, y se centra en tres dimensiones: el diseño curricular, las competencias y las estrategias pedagógicas. Basándose en una revisión semisistemática de la literatura académica de 2020 a 2025, el estudio explora la integración de la sostenibilidad en los planes de estudios y analiza marcos para evaluar la eficacia de la educación en sostenibilidad. Destaca las competencias en sostenibilidad y las habilidades ecológicas que los ingenieros necesitan para abordar el cambio climático, y examina su conexión con tendencias recientes como la Industria 5.0. Además, el artículo describe las principales metodologías de enseñanza utilizadas en la educación sobre el cambio climático y la sostenibilidad. Se identifican varios retos, como la tensión entre la sostenibilidad débil y la fuerte, las críticas al marco STEM, la brecha de género y la falta de alineación entre los programas académicos y las demandas de la industria. La brecha de género no es solo un desequilibrio demográfico, sino que también puede contribuir al bajo nivel de compromiso con el medio ambiente observado entre los estudiantes. Al mismo tiempo, el concepto de desarrollo sostenible ha sido criticado por su énfasis en el crecimiento económico, que algunos autores identifican como la raíz de la crisis medioambiental.
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