Two-Eyed Seeing: An ethical space of engagement to shape engineering and computing education for sustainable development

Abstract

Universities serve as institutions for acquiring knowledge and instilling values in the learning environment, including students. These extend from the preventive moral values developed in schools to the strategic aspirational sustainability values to enhance competencies including knowledge, skills, attitudes, and ways of seeing and being worldwide. This paper is about a sustainability research experience as part of an undergraduate course on professional practice offered to engineering and computing students at the University of Ottawa, Canada. The course employs a "learn-by-research" approach in developing cases and projects. The experience highlights the significance of aspirational ethics in creating a distinct space of engagement steered by sustainable development as a core value for empowering and not overpowering society. This space is guided by the Two-Eyed Seeing principle which helps to engage the powers of Indigenous and Western knowledge for learning and practice. A broader Two-Eyed Seeing perspective to shape engineering and computing education was interpreted and employed. The students' anonymous survey and semi-structured interviews revealed noticeable improvements in their understanding, skills, and competencies toward sustainable development. This integrated approach to curriculum and pedagogy fosters critical and creative thinking in learners and cultivates a growth mindset that empowers them with research skills and sustainability knowledge. The outcomes of the study may act as an informing catalyst where human values and society are at the core to facilitate a transition in education for sustainable development.