Higher Education Practices Accounting for Gender Differences in Technological Development as Part of SDGs Achievement

Sadayo Hirata

    Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

    3 Citations (Scopus)

    Abstract

    The ultimate objective of this study is to supplement students' learning such that they develop the ability to organically detect and solve problems prior to entering companies or the wider society, with consideration for the achievement of sustainable development goals (SDGs). This is because science, technology, engineering, and mathematic (STEM) at the level of higher education are prone to fragmentation and causing their disassociation from companies. This paper focuses on gender equality, a goal among the 17 SDGs, in which Japan's achievement level is staggeringly low compared to that of other countries. The objective of this study is for university students in STEM fields to attain skills that allow them to develop products and services which take into account issues that arise from gender differences. In this study, an active learning program for university students in STEM fields was designed and conducted. Through the program, students experienced the extent to which gender differences affect technologies and development in each STEM higher education subject, and uncovered methods towards preventing and resolving such issues for each subject. Based on the practical results obtained, we indicated the industries, society, and industrial circulative education necessary for obtaining the skills to attain the SDGs.

    Original languageEnglish
    Title of host publicationProceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018
    EditorsMark J.W. Lee, Sasha Nikolic, Gary K.W. Wong, Jun Shen, Montserrat Ros, Leon C. U. Lei, Neelakantam Venkatarayalu
    PublisherInstitute of Electrical and Electronics Engineers Inc.
    Pages207-214
    Number of pages8
    ISBN (Electronic)9781538665220
    DOIs
    Publication statusPublished - 2019 Jan 16
    Event2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 - Wollongong, Australia
    Duration: 2018 Dec 4 → 2018 Dec 7

    Publication series

    NameProceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018

    Conference

    Conference2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018
    CountryAustralia
    CityWollongong
    Period18/12/4 → 18/12/7

    Keywords

    • active learning
    • gender
    • industry-academia cooperation
    • SDGs
    • STEM

    ASJC Scopus subject areas

    • Education
    • Artificial Intelligence
    • Computer Networks and Communications
    • Engineering (miscellaneous)

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    • Cite this

    Hirata, S. (2019). Higher Education Practices Accounting for Gender Differences in Technological Development as Part of SDGs Achievement. In M. J. W. Lee, S. Nikolic, G. K. W. Wong, J. Shen, M. Ros, L. C. U. Lei, & N. Venkatarayalu (Eds.), Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018 (pp. 207-214). [8615349] (Proceedings of 2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering, TALE 2018). Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/TALE.2018.8615349