Environment and Social Psychology

Personal belief system and engineering skills for sustainable development goals among engineering and maritime professionals

Dione A. Baring

College of Maritime Sciences, Cebu Technological University, Carmen, Cebu 6005, Philippines

DOI: https://doi.org/10.59429/esp.v10i2.3285

---

Abstract

This study investigates the place of personal belief systems and engineering skills for advancing sustainable development goals in the profession of engineers and maritime professionals. Qualitative exploratory research design with purposive sampling features the investigation of whether practices and/or decision-making of engineers and maritime professionals are influenced by their beliefs toward sustainability. Semi-structured interviews with 25 experienced engineers and maritime professionals from Cebu City show that personal beliefs do have a strong influence over the prioritization of such key SDGs as SDG 6: Clean Water and Sanitation, SDG 13: Climate Action, and SDG 11: Sustainable Cities and Communities. The important engineering skills to support sustainability will include project management, innovative problem-solving, water resource management, and sustainable materials science. Findings highlight engineers and maritime professionals with a strong sustainability-oriented belief are likely to champion greener technologies and practices within the organization. The research provides an important need to grow a culture of sustainability based on ethical decision-making, education, and advocacy. In conclusion, the study ends by recommending further research into how personal beliefs and engineering skills are impacting the sustainability outcomes of the activity, how it has evolved over time, and the role of interdisciplinary collaboration and policy in the creation of sustainable practices in the engineering and maritime profession.

---

References

[1]. 1. Carpio, L. B., Caburnay, A. L. S., Nolledo, S. M., Ongchua, C. A., & Orquia, J. A. (2024). Technology-based teaching among nursing instructors: Confidence and apprehension in using simulation equipment for training. Environment and Social Psychology, 9(8). https://doi.org/10.59429/esp.v9i8.2591

[2]. 2. Mendoza, N. D. V. (2023). Analysis of the Filipino brand of customer service in the accommodation sector. Journal of Namibian Studies History Politics Culture, 33, 4685–4704. https://doi.org/10.59670/jns.v33i.2830

[3]. 3. Vehmaa, A. (2018). Working life of water and environmental engineers: a case study of career paths, core competencies and the role of sustainable development. Aaltodoc. https://aaltodoc.aalto.fi:443/bitstream/123456789/31604/1/master_Vehmaa_Anu_2018.pdf

[4]. 4. Qasemi, M., Allahyari, M. S., Hassen, T. B., Askari, M. I., & Bilali, H. E. (2023). Cultivating Change: Perceptions and Attitudes of Agricultural Experts towards the Sustainable Development Goals. Land, 12(8), 1604. https://doi.org/10.3390/land12081604

[5]. 5. Chavez, J. V., & Cuilan, J. T. (2023). Gender mainstreaming campaign as a casualty of the online gender-based humor: A discourse analysis. Environment and Social Psychology, 9(2). https://doi.org/10.54517/esp.v9i2.2044

[6]. 6. Murray, M., Pytharouli, S., & Douglas, J. (2022). Opportunities for the development of professional skills for undergraduate civil and environmental engineers. European Journal of Engineering Education, 47(5), 793–813. https://doi.org/10.1080/03043797.2022.2031897

[7]. 7. Chavez, J. V., Cuilan, J. T., & Adaliaan, H. G. (2024). Message patterns through discourse analysis on the concept of apology and forgiveness during Ramadan among college students practicing Islam. Environment and Social Psychology, 9(3). https://doi.org/10.54517/esp.v9i3.2043

[8]. 8. Torabi, Z., Ardekani, S. S., & Hataminasab, S. H. (2021). A New Model in Designing the Professional Competence System of the Petrochemical Industry with a Sustainable Development Approach. South African Journal of Chemical Engineering, 37, 110–117. https://doi.org/10.1016/j.sajce.2021.05.006

[9]. 9. Rodriguez, J., & Rodriguez, J. (2021, July 2). Mainstreaming special education students. The University of Texas Permian Basin | UTPB. https://online.utpb.edu/about-us/articles/education/mainstreaming-special-education-students

[10]. 10. Byrne, E. P. (2023). The evolving engineer; professional accreditation sustainability criteria and societal imperatives and norms. Education for Chemical Engineers, 43, 23–30. https://doi.org/10.1016/j.ece.2023.01.004

[11]. 11. Quisay, A. R. C., & Aquino, M. E. C. (2024b). Stress levels of science teachers when delivering distance education instruction in a state college during the COVID-19 pandemic. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2916

[12]. 12. Zguir, M. F., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319, 128534. https://doi.org/10.1016/j.jclepro.2021.128534

[13]. 13. Demirci, S., & Teksöz, G. (2017). Self-Efficacy Beliefs on Integrating Sustainability into Profession and Daily Life: In the Words of University Students. International Electronic Journal of Environmental Education, 7(2), 116–133. http://files.eric.ed.gov/fulltext/EJ1180990.pdf

[14]. 14. Henry, R., Morgan, M., Beagon, U., Bowe, B., Jani, R., & McKennedy, J. (2024). Engineering Skills to Respond to SDGs: A Survey of Employers, Academics, and Students. The 39th International Manufacturing Conference., 106, 15. https://doi.org/10.3390/engproc2024065015

[15]. 15. Bueno, A., Da Rocha Azevedo, M. L., Filho, M. G., Ganga, G. M. D., & Lizarelli, F. L. (2024). Industry 4.0 Skills in Industrial Engineering Courses: Contributing to the role of Universities toward Sustainable Development. IEEE Transactions on Engineering Management, 71, 8369–8387. https://doi.org/10.1109/tem.2024.3382951

[16]. 16. Beagon, U., Kövesi, K., Tabas, B., Nørgaard, B., Lehtinen, R., Bowe, B., Gillet, C., & Spliid, C. M. (2022). Preparing engineering students for the challenges of the SDGs: what competences are required? European Journal of Engineering Education, 48(1), 1–23. https://doi.org/10.1080/03043797.2022.2033955

[17]. 17. Rivera, F. M., Hermosilla, P., Delgadillo, J., & Echeverría, D. (2020). The Sustainable Development Goals (SDGs) as a basis for innovation skills for engineers in the industry 4.0 context. Sustainability, 12(16), 6622. https://doi.org/10.3390/su12166622

[18]. 18. Zagirniak, D., Druzhynina, V., Nozhenko, V., & Druzhynin, V. (2022). Modern Systems Engineering Education in the context of the formation of professional competences. 2022 IEEE 4th International Conference on Modern Electrical and Energy System (MEES). https://doi.org/10.1109/mees58014.2022.10005741

[19]. 19. Abdurrahman, A., Maulina, H., Nurulsari, N., Sukamto, I., Umam, A. N., & Mulyana, K. M. (2023). Impacts of integrating engineering design process into STEM makerspace on renewable energy unit to foster students’ system thinking skills. Heliyon, 9(4), e15100. https://doi.org/10.1016/j.heliyon.2023.e15100

[20]. 20. Walther, J., Miller, S. E., & Sochacka, N. W. (2017). A model of empathy in engineering as a core skill, practice orientation, and professional way of being. Journal of Engineering Education, 106(1), 123–148. https://doi.org/10.1002/jee.20159

[21]. 21. Narong, D., & Hallinger, P. (2024). Traversing the Evolution of Research on Engineering Education for Sustainability: A Bibliometric Review (1991–2022). Sustainability. https://doi.org/10.3390/su16020641.

[22]. 22. Thürer, M., Tomasevic, I., Stevenson, M., Qu, T., & Huisingh, D. (2017). A systematic review of the literature on integrating sustainability into engineering curricula. Journal of Cleaner Production, 181, 608-617. https://doi.org/10.1016/J.JCLEPRO.2017.12.130.

[23]. 23. Kelly, W., & Mason, G. (2016). Engineering Education for Sustainable Development.

[24]. 24. Castellanos, P., Queiruga-Dios, A., & Álvarez, L. (2021). Inclusion of Education for Sustainable Development in Environmental Engineering. A Systematic Review. Sustainability. https://doi.org/10.3390/su131810180.

[25]. 25. Wilson, D. (2019). Exploring the Intersection between Engineering and Sustainability Education. Sustainability. https://doi.org/10.3390/SU11113134.

[26]. 26. Del Mundo, M. A., Reyes, E. F. D., Gervacio, E. M., Manalo, R. B., Book, R. J. A., Chavez, J. V., Espartero, M. M., & Sayadi, D. S. (2024a). Discourse analysis on experience-based position of science, mathematics, and Tech-Voc educators on generative AI and academic integrity. Environment and Social Psychology, 9(8). https://doi.org/10.59429/esp.v9i8.3028

[27]. 27. Janakiraman, S., Watson, S. L., Watson, W. R., & Cheng, Z. (2021). Creating environmentally conscious engineering professionals through attitudinal instruction: A mixed methods study. Journal of Cleaner Production, 291, 125957. https://doi.org/10.1016/j.jclepro.2021.125957

[28]. 28. Bucoy, R. M., Enumerabellon, K. M., Amilhamja, A. J., Sisnorio, C. B., Manalo, R., Chavez, J. V., Sabbaha, N. A., & Albani, S. E. (2024). Knowledge deficits and analysis on comprehension of teachers on their common legal rights as teachers. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2559

[29]. 29. Savellon, K. I. S., Asiri, M. S., & Chavez, J. V. (2024). Public speaking woes of academic leaders: resources and alternative ways to improve speaking with audience. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2871

[30]. 30. Khamis, A., Li, H., Prestes, E., & Haidegger, T. (2019). AI: a Key Enabler for Sustainable Development Goals: Part 2 [Industry Activities]. IEEE Robotics & Automation Magazine, 26(4), 122–127. https://doi.org/10.1109/mra.2019.2945739

[31]. 31. Rahim, N. B. (2020). The Interaction Between Protean Career Orientation, Career Goal Development and Well-being Outcomes: Evidence from Professional Engineers. Gadjah Mada International Journal of Business, 22(1), 24. https://doi.org/10.22146/gamaijb.44343

[32]. 32. Jones, S., Michelfelder, D., & Nair, I. (2017). Engineering managers and sustainable systems: the need for and challenges of using an ethical framework for transformative leadership. Journal of Cleaner Production, 140, 205-212. https://doi.org/10.1016/J.JCLEPRO.2015.02.009.

[33]. 33. Chavez, J. V., Garil, B. A., Padrique, C. B., Askali, S. T., & Indama, A. C. (2024). Assessing innovative and responsive young leaders in public service: Lens from community clientele. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2876

[34]. 34. Igbinovia, M. O., & Osuchukwu, N. P. (2018). Predictors of knowledge sharing behaviour on Sustainable Development Goals among library personnel in Nigeria. IFLA Journal, 44(2), 119–131. https://doi.org/10.1177/0340035218763445

[35]. 35. Fan, L., Yang, H., & Zhang, X. (2024). Targeting the Effectiveness Assessment of the Emission Control Policies on the Shipping Industry. Sustainability. https://doi.org/10.3390/su16062465

[36]. 36. Balla, V., Karioti, V., & Koskeridi, A. (2023). International regulations and sustainable development in touristic European port’s efficiency after the pandemic. Business Performance Review. https://doi.org/10.22495/bprv1i1p4.

[37]. 37. Ehlers, P. (2024). A Success Story? Fifty Years of MARPOL. The International Journal of Marine and Coastal Law. https://doi.org/10.1163/15718085-bja10194.

[38]. 38. Da Costa, K. (2024). O PAPEL DA ORGANIZAÇÃO MARÍTIMA INTERNACIONAL NA PROTEÇÃO DO MEIO AMBIENTE MARINHO. Revista Científica Semana Acadêmica. https://doi.org/10.35265/2236-6717-251-13057.

[39]. 39. Smaniotto, C., Battistella, C., Brunelli, L., Ruscio, E., Agodi, A., Auxilia, F., Baccolini, V., Gelatti, U., Odone, A., Prato, R., Tardivo, S., Voglino, G., Valent, F., Brusaferro, S., Balzarini, F., Barchitta, M., Carli, A., Castelli, F., Coppola, C., . . . Sisi, S. (2020). Sustainable Development Goals and 2030 Agenda: Awareness, Knowledge and Attitudes in nine Italian Universities, 2019. International Journal of Environmental Research and Public Health, 17(23), 8968. https://doi.org/10.3390/ijerph17238968

[40]. 40. Chavez, J. V., Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum for Linguistic Studies, 5(2), 1541. https://doi.org/10.59400.fls.v5i2.1541

[41]. 41. Turner, D., Ting, H., Wong, M. W., Lim, T. Y., & Tan, K. L. (2021). Applying qualitative approach in business research. Asian Journal of Business Research, 11(3), 1-13.

[42]. 42. Rai, N., & Thapa, B. (2015). A study on purposive sampling method in research. Kathmandu: Kathmandu School of Law, 5(1), 8-15.

[43]. 43. Tongco, M. D. C. (2007). Purposive sampling as a tool for informant selection. Ethnobotany Research & Applications, 5, 147-158.

[44]. 44. Sikov, J. (2020). Asking the Right Question: Qualitative Research Design and Analysis. Boston University [PowerPoint]. https://www.bumc.bu.edu/crro/files/2020/02/RPNQualitative Presentation-2.11.20.pdf (accessed on 21 July 2023)

[45]. 45. Taherdoost, H. (2022). How to conduct an effective interview; a guide to interview design in research study. International Journal of Academic Research in Management, 11(1), 39-51.

[46]. 46. Murray, M. (2018). Narrative data. The SAGE handbook of qualitative data collection, 264-279.

[47]. 47. Duhaylungsod, A. V., & Chavez, J. V. (2023). ChatGPT and other AI users: Innovative and creative utilitarian value and mindset shift. Journal of Namibian Studies, 33, 4367-4378