The Wiley Handbook of Sustainability in Higher Education Learning and Teaching. Группа авторов

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      As we know, each program has a number of courses and each course has a set of topics that are covered during the conduction of semester. So, when we discuss CEOs and COs, we should also reach up to the topic level for mapping; this would strengthen the mapping outcome and assessment of SLOs in the students. For example, the course ECE 4X09 has the following objectives:

       To understand basics of signals and systems (CEO1).

       To interpret the working of system and its characteristics (CEO2).

       To enumerate the examples of practical systems and their elementary processing (CEO3).

      The same course has following learning outcomes to be attained at the completion of the course:

       The students will be able to define and identify various types of signals and systems (CO1).

       Students will be able to explain the real‐time applications of various systems (CO2).

       Students will be able to simulate the signals and design typical systems for real‐time applications.

      The next stage is mapping between objectives and outcomes, and the COs can be realized in all the course topics, especially in the way the topics are handled during delivery of course. The major topics or the course are definition, types, and classification of signals and systems; elementary signals; representation of signals; definition and characteristics of systems; signal processing using ordinary filters; transforms used in signal processing. If these topics are mapped into any of COs, that would be the best possible scenario for attainment of learning outcomes in the students. There might be more ways to evaluate SLOs in addition to those we have discussed in previous sections and used in our case studies. For example, homework, research projects, essays, report writing, case study analysis, independent study, and other verbal quizzes.

Research area Number of research contributions
Google Scholar Science Direct ACM Digital Library Wiley Library
Outcome‐based education (OBE) 901 000 191 213 152 932 142 247
Assessment of student learning outcomes 157 000 31 754 145 258 82 003
Sustainable goals in higher education 193 000 47 054 131 806 29 755

      When we look at all 17 SDGs, we see that SDG 4 primarily deals with the higher education sector. This does not mean that other goals are to be achieved in complete isolation, rather there should be interrelation with educational goals. The following goals are associated with SDG 4 directly or indirectly:

       Gender equality (SDG 5) and good health (SDG 3) (UNESCO 2019) (TWI2050 – The World in 2050 2018)

       Descent work and economic growth (SDG 8) (UNICEF 2019)

       Reduced inequalities (SDG 10) (Pizarro Milian and Davies 2020)

       Sustainable communities (SDG 11) (UNICEF 2019)

       Climate action (SDG 13) (Franco et al. 2019; Kioupi and Voulvoulis 2019; Leal Filho et al. 2019; UNESCO 2019)

       Peace and justice (SDG 16) (Kioupi and Voulvoulis 2019)

      The above SDGs do have a close association with education either directly or indirectly. For example, we aim at gender equality in providing access to education for all and, in reciprocation, the education and awareness among the general populace would also help in eradicating the menace of gender inequality. Thus, the educational goals and other SDGs actually help in transforming society and mankind so that everyone on the planet can lead a happy and healthy life. Good health is not accessible to most underprivileged people for two main reasons: the first is lack of financial ability and the second, which is an even more important factor, is related to education and proper awareness. Sometimes people suffer and die despite the health facilities and cover supported by government because the knowledge about accessing the facilities available does not exist. The economic growth of an individual as well as a country is predominantly affected by the quality of education. Through good quality education, research can be carried out and funds generated, and competent graduates who have passed through the OBE system will be capable of self and the national growth. Education, if truly imparted and evaluated, helps in addressing a number of societal issues that prevail in the society. Those who are properly educated will also be responsible citizens and will be sensible toward climate, nature, environment protection, societal values, and peace and justice for all. When we explored the research activities on major components and goals of sustainable development, we found that very limited research has been done – a situation which needs immediate attention. Research in education pedagogies and delivery is equally important as that which we do in other fields of science, technology, and engineering.

      OBE also motivates growth in individuals as well as the organizations, which we can understand easily. Suppose student A of an institute I was found taking an interest in all the activities associated with the course, and more importantly the faculty F was sufficiently capable

      to motivate student A to participate in teaching learning activities, then Student A could develop a unique set of skills in addition to an excellent academic profile, and