ABSTRACT
The education system is continuously modernizing by accommodating the need due to the industrial revolution. Various teaching modes are also introduced including a diverse range of students, particularly in engineering education. The COVID-19 pandemic has disrupted normal education worldwide, forced to shut down campus activity for an extended period which forced Universities to adopt alternative approaches to continue student's academic year. Engineering education faced significant challenges to find a realistic substitution for lab-based hands-on activity as well as group or team-based learning experiences. It is therefore very important to know the challenges and ways to address them. This paper evaluates the teaching and learning experiences observed in engineering education in Australia and abroad during the COVID-19 period compared to the pre-COVID period. The key motivation of this study is to identify key challenges arises due to COVID-19, develop Teaching & Learning (T & L) approaches to address these challenges and evaluate the effectiveness of the applied changes in the T & L approach, identify shortcomings, and find ways to improve them. The student feedback on selected engineering units have been collected from Deakin and Murdoch university in Australia to evaluate the performances of the applied changes. This data is considered as an authentic source of information to compare and identify the key challenges and effectiveness for students' learning in pre-COVID and during COVID condition. This study later explored various literatures to gather experiences from other universities across the globe and by analysing all findings including academic experiences finally developed constructive recommendations for improvement. It is found that the current form of online mode of teaching has room to improve further as one segment of students finds it challenging and some others like a few approaches. It is also found that the online infrastructure, staff skills to innovate new unit designs, and motivating students are the other challenging areas. Therefore, a new teaching and learning framework is required to overcome all the challenges for future learning.
ABSTRACT
In the pursuit of constructing a sustainable world for all through the instrumental seventeen Sustainable Development Goals, the COVID-19 pandemic emerged and affected the efforts concentrated on these goals. Therefore, there is a pressing need to analyze the extent of the impact that unfolded from the pandemic on each Sustainable Development Goal and further to direct the post-pandemic situation to accelerate the progress in every goal. Besides, there exists a knowledge gap in understanding the Sustainable Development Goals and its interaction with each goal through synergic and trade-off effects. To address the aforementioned imperative problems, this study is formulated to perform an impact assessment as well as to provide direction in the post-pandemic environment to effectively progress towards the Sustainable Development Goals by using a hybrid qualitative and quantitative framework. A detailed investigation is carried out to examine the pandemic impacts in every goal, and a quantified impact analysis is performed in terms of the targets of the Sustainable Development Goals with the aid of ranking methodology. The results indicate that SDG 1 and SDG 8 are the most impacted goal. To provide deeper perspectives into the Sustainable Development Goals, a critical analysis of the targets and indicators is performed to characterize the goals from their elemental point of view, such as nature of goals, depending factors, locus of the goal, and Sustainable Development Goal interactions. Further, a novel parameter, the degree of randomness, is proposed whose application in environmental research is immense. The impact on each goal and impact interaction between all the SDGs are also mapped, through which the dynamics of Sustainable Development Goal interactions is elaborated. In context with the post-pandemic scenario, the strategies to achieve the Sustainable Development Goals with environmental focus are presented with prioritization factor that supports quick recovery. The introduced prioritization factor is formulated by employing a multi-criteria analysis methodology. In addition, the fundamental elements of SDGs are built upon one another to frame an optimized and effective approach to achieving the SDGs in the post-pandemic environment. Despite the strategies, a conceptual framework to align the business practices with the SDGs is propounded. This study deep down would provide a unique perspective to the research community and would impart deeper knowledge in connection with sustainability, while the solutions framed would steer the policy and decision-makers.