Measuring Environmental Impact: Life Cycle Assessment for Sustainable Practice

Situation / Context

This module offered in the School of Engineering, is focused on equipping professionals in STEM fields, including architecture, and urban planning, with practical skills to evaluate and enhance the sustainable performance of products, systems, and processes. The course emphasises life cycle assessment (LCA), a critical methodology for measuring and assessing environmental performance, with attention to complementary methods relating to economic and social dimensions, as well as more holistic sustainability and circular economy considerations.

Delivered fully online over 12 weeks, with asynchronous (recorded lectures and recommended reading and activities) and synchronous (live discussion/tutorial sessions) elements, the module takes a problem-based learning approach to engaging students in the subject matter and to actively use life cycle tools in their decision making. It prepares learners to apply sustainability metrics, critically evaluate LCA studies by producing evidence of performance and impact, examines ways to implement resource-efficient solutions, all of which can foster expertise to meet modern environmental considerations in engineering through the lens of sustainability and circularity.

The module has been run since 2021, with only 10-15 students to date, with current class size growing both as a micro-credential offering and a module on existing postgraduate programmes in STEM.

This is a level 9 module of 5 ECTS. It is offered as a standalone micro-credential module or as an option on the following level 9 postgraduate programmes:

• Micro-credential (stand-alone)
• E3 MSc in Sustainability & Statistics
• E3 MSc in Climate Adaptation Engineering

Task / Goal

The module was designed to equip professionals with the skills to evaluate and enhance the sustainability of engineering products, systems, and processes. By embedding Education for Sustainable Development (ESD) into the curriculum, we aimed to address critical challenges like climate change, resource efficiency, and the transition to a circular economy. Drawing on UNESCO’s ESD competencies, the module fosters systems thinking, encouraging learners to analyse the interconnectedness of environmental, economic, and social factors, and develop innovative, sustainable solutions.

Pedagogically, the module employs problem-based learning and a flipped classroom approach, aligning with UNESCO’s recommendation for participatory and active learning strategies. These methods empower learners to apply LCA and ecometrics to real-world challenges, enhancing critical thinking, collaborative problem-solving, and decision-making skills. This ensures learners are not only knowledgeable but also capable of driving transformative change toward sustainability in their professional fields.

Actions / Implementation

I embedded ESD by considering the ESD competencies that can be developed in the module that align with the learning outcomes, as well as selecting appropriate pedagogical approaches that help equip the learners with the competency to critically evaluate and improve the sustainability of products, systems and services within engineering contexts. In addition, I aligned some aspects of the content or subject matter with SDG themes; this was delivered in lectures, reinforced with recommended reading and complementary discussion sessions, and enacted on within the assessment activities. The module specifically aligns with UNESCO’s ESD competencies, particularly systems thinking, anticipatory thinking, and problem-solving, thus ensuring learners are prepared to address complex environmental challenges, but also touch upon the social and economic dimensions, providing a holistic sustainability perspective, and explore the nuanced nature of circularity.

The desired learning outcomes of the modules are linked to ESD principles:

• Explain key concepts of sustainability, including carbon footprinting, LCA, and the circular economy.
• Conduct comprehensive LCAs for engineering products, systems, or processes to evaluate environmental impacts.
• Critically evaluate LCA studies and identify opportunities for design improvements.
• Apply ISO standards (14000 and 59000) to assess and enhance sustainability practices.
• Differentiate between LCA methods and advanced ecometrics, including circularity measurement.

The assessments are designed to align with ESD principles:

1. Life Cycle Case Study (50%): Learners undertake an LCA for a chosen product or process (2,500 words), demonstrating their ability to apply LCA principles, evaluate impacts, and propose sustainable solutions.
2. Scoping Review (40%): A critical review of existing LCA studies (1,500 words) to evaluate their methodological robustness and align them with best practices.
3. Presentation (10%): A brief 8-10 minute oral presentation of findings, encouraging reflection, communication, and critical thinking of study findings.

The following teaching strategies were adopted in the module:

• Problem-Based Learning: Encourages students to apply LCA tools and methodologies to real-world scenarios.
• Flipped Classroom: Asynchronous online sessions introduce concepts, supported by synchronous discussions and tutorials to deepen understanding.
• Collaborative Learning: Discussion boards and live sessions promote peer-to-peer learning and knowledge exchange.

These strategies and assessments ensure learners gain practical, actionable skills to advance sustainable practices in their respective industries.

Evaluation

Feedback received from students highlighted several valuable aspects of the module. Many appreciated the real-world applicability of the content, particularly the opportunity to conduct a Life Cycle Assessment (LCA) for a product or system relevant to their professional fields. For example, one student noted that the problem-based learning approach helped them connect theoretical knowledge with practical solutions for sustainability challenges in their workplace. Others praised the flexibility of online delivery, which allowed them to balance learning with professional commitments. Students emphasised the usefulness of the structured feedback on assessments, such as detailed grading rubrics for their case studies and scoping reviews. This helped them identify areas for improvement and better understand sustainability concepts.

Student engagement was high, with active participation in synchronous tutorials and discussion boards. This was largely due to the practical and applied nature of the module, which encouraged students to draw on their own experiences and contribute to discussions. The use of asynchronous materials and a flipped classroom approach provided students with the flexibility to engage at their own pace, which further supported engagement.

The module’s learning outcomes were strongly aligned with student experiences. For example, one student successfully applied their LCA case study findings to propose a sustainable redesign of a product in their workplace, demonstrating both learning and application. Another student reflected on how the critical evaluation skills gained during the scoping review helped them assess the reliability of sustainability claims in professional reports.

Overall, student learning was rated highly, as evidenced by improvements in their ability to apply LCA methodologies, critical appraisal of sustainability practices, and the adoption of a systems-thinking approach in their professional contexts. These outcomes reflect the module's success in embedding Education for Sustainable Development (ESD) effectively.

Reflections

Integrating ESD requires a balance of theoretical knowledge with practical application, and it must be rooted in clear competence development, pedagogical approaches, and account for the different dimensions of SDGs. Students benefit greatly when they can directly relate course content to their professional roles, and connect environmental, social and economic concerns and priorities in decision making.

I aimed to maintain opportunities for peer collaboration, by providing opportunities for group discussion and a space for knowledge sharing, to foster deeper engagement and cross-disciplinary learning. However, this is challenging and perhaps not suitable for online modules. Further guidance on using tools like Ecoinvent may benefit students and accelerate their learning experience.

In terms of expectations, some students valued the discussion board interactions and shared their perspectives openly. Some students went beyond the course content to discuss emerging sustainability tools and methods, which contributed to dynamic learning discussions.

The possibility to integrate formative assessments earlier in the module to give students a chance to practice and receive feedback before their major submissions. Further interaction in asynchronous sessions always adds value, perhaps through quizzes or short reflective tasks.

The main advantages of the approach included students attaining practical skills and relevant real-world application, flexibility in the learning approach to allow professionals to upskill at their own pace, and it allowed personal critical thinking development as the problem-based learning approach encouraged students to reflect deeply and apply new methodologies.

The main challenges included ensuring that all students had the same level of familiarity with tools and methodologies like LCA databases, and maintaining consistent engagement in asynchronous content for some students who preferred live interactions.

Start with clear, practical learning outcomes and align assessments directly with these. Use flexible delivery methods to accommodate diverse learner needs, but ensure that there are enough interactive elements to keep students engaged. Additionally, invest time in designing rubrics and feedback processes to help students understand their progress and areas for improvement. Finally, be prepared for varied levels of prior knowledge and provide resources to bridge any gaps.

Mapping to UNESCO SDG’s, competencies and pedagogical approaches

Sustainable Development Goals (SDGs):

• The module aligns primarily with SDG 12 (Responsible Consumption and Production) and SDG 13 (Climate Action). By teaching Life Cycle Assessment (LCA), students gain tools to measure and reduce environmental impacts, fostering sustainable decision-making across sectors. The inclusion of circular economy principles further supports SDG 9 (Industry, Innovation, and Infrastructure) by promoting sustainable industrial practices. In addition, the module indirectly addresses SDG 4 (Quality Education) by embedding Education for Sustainable Development (ESD) into the curriculum.

Competencies for Sustainability (UNESCO ESD Framework):

• Systems Thinking Competency: Students learn to analyse and understand the interconnections between environmental, economic, and social factors through LCA methodologies.
• Anticipatory Competency: By evaluating future impacts of products and systems, students develop the ability to anticipate long-term sustainability outcomes.
• Critical Thinking Competency: Students critically appraise existing LCA studies, assess methodological rigor, and identify opportunities for improvement.
• Strategic Competency: The problem-based learning tasks empower students to design solutions that achieve trade-offs or win-wins in sustainability performance.
• Collaboration Competency: Peer-to-peer learning in discussion forums encourages teamwork and shared knowledge exchange, even in an online environment.

 Pedagogical Approaches:

• Problem-Based Learning (PBL): Central to the module, PBL allows students to tackle real-world challenges by conducting LCAs and critically reviewing studies. This can foster applied learning and problem-solving.
• Flipped Classroom Model: Asynchronous content delivery encourages independent learning, with synchronous sessions supporting active engagement and reflection.
• Interdisciplinary Approach: The module integrates concepts from environmental engineering, sustainability science, and management, fostering a holistic understanding of sustainability issues.
• Active and Participatory Learning: Students engage with case studies, collaborative discussions, and practical applications of LCA, ensuring dynamic and interactive learning.

These alignments highlight the module’s comprehensive approach to embedding sustainability into the curriculum, equipping students with the knowledge and skills to drive meaningful change.