SWOT of boosting the SDGs in the civil engineering bachelor degree
| Weaknesses | Threats |
| When class attendance is not compulsory, student absenteeism increases The teaching staff degree of involvement is very uneven The current schedule of teaching activities (calendar and schedule) has very few degrees of freedom Students do not actively participate in surveys There is a certain immobility on the part of the teaching staff | Students may come to perceive the proposals as an increase in their study load Instructors can make the mistake of introducing these innovations without giving up other traditional teaching methods and activities (student overload) Demotivation and abandonment by instructors if dedication to the initiative involves a significant increase in effort without teaching recognition |
| Strengths | Opportunities |
| The instructors involved have done so very actively The context of Civil Engineering is very suitable for the development of the SDGs The Governing Board of the School of Civil Engineering is firmly committed to promoting the initiative The UPV Centre for Development Cooperation has been actively involved The University Tutorial Action Plan admits the necessary flexibility to incorporate the training proposals for the SDGs | Instructors recognize the need to consider the evolution of current curriculum programs to new contexts The project values multidisciplinary and team work The development of these initiatives promotes teaching coordination between subjects The development of these initiatives will involve the improvement and updating of the course syllabi The project can increase student motivation and performance |
| When class attendance is not compulsory, student absenteeism increases | Students may come to perceive the proposals as an increase in their study load |
| The instructors involved have done so very actively | Instructors recognize the need to consider the evolution of current curriculum programs to new contexts |