Insights and implications from a sociotechnical case study approach in sustainability education
Year: 2025
Type: article
Abstract: Purpose This study aims to investigate the use of a sociotechnical case study as a means of integrating social and technical dimensions into an undergraduate engineering sustainability technical elective course. Design/methodology/approach The “Big Wind Project” case study used a microhistory approach to engage students in the complexities of sustainable engineering, aiming to facilitate their exploration of the sociotechnical nature of engineering sustainability projects. Focused on a controversial wind energy project in Hawaii, the Big Wind Project case study served as a pedagogical tool in the course for engaging engineering students in complex sustainability challenges. Findings Thirty-nine students who engaged in the case study lesson responded to questions about their perceptions of the case and the role of stakeholders and other social dimensions in engineering decision-making and agreed that we could use their responses in this research. While many students acknowledged the importance of accounting for social dimensions, their discussions frequently reflected a persistent tendency of engineering work to view outcomes through a dualistic technical-vs-social lens rather than an integrated sociotechnical lens. Originality/value This study examined how a case study reveals and supports students’ navigation of the complexities of sociotechnical engineering sustainability work.
Institutions: James Madison University, University of Michigan
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Funder: National Science Foundation
OpenAlex ID: W4409460311