Educational Innovation for Sustainability: An Interdisciplinary Model of Road Decarbonization in Higher Education
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This study develops an interdisciplinary pedagogical model for the decarbonization of road infrastructure, integrating teaching, research, and community engagement at the Universidad Estatal del Sur de Manabí. Project-based learning (PBL) was implemented with 120 Civil, Environmental, and Forestry Engineering students to design green corridors along the Jipijapa-Puerto Cayo road. A quasi-experimental design was employed, incorporating a control group and an experimental group, with specific rubrics and statistical analysis used to assess technical and transversal competencies. The results indicated significant improvements (p < 0.05) in skills related to GIS, drones, and life cycle analysis, with an average increase of 40% in the experimental group. Additionally, eight sustainable projects were developed, projecting a 25% reduction in carbon footprint compared to conventional approaches. At the community level, a 30% increase in vegetation cover was observed, along with a positive impact on ecotourism. These findings support the model as an effective strategy for sustainability education, aligning with Sustainable Development Goals (SDGs) 4 and 13, and providing a replicable framework for similar educational and environmental contexts.