This work reports some results from this experience, which included a Problem Based Learning (PBL) approach, and points out new directions: PBL revealed to be a promoting integration way; the inclusion of multiple cultures allowed the analysis of different perspectives which otherwise would not have been succeed; institutional academic/social services need to be adapted in order to receive non-Portuguese speaking students; there is a need for further adequate accommodation able to receive a larger number of international students. | Journal of Technology and Science Education A MULTICULTURAL APPROACH TO TEACH SUSTAINABILITY Nídia Caetano1,2, João Rocha3, José Carlos Quadrado3, José Marílio Cardoso3, Manuel Carlos Felgueiras1 CIETI/ISEP/IPP - Center for Innovation in Engineering and Technology, School of Engineering, Polytechnic Institute of Porto, 2LEPABE/FEUP Laboratory for Process Engineering, Environment, Biotechnology and Energy, Faculty of Engineering, University of Porto, 3ISEP/IPP - School of Engineering, Polytechnic Institute of Porto 1 Portugal nsc@, jsr@, jcq@, joc@, mcf@ Received November 2015 Accepted December 2015 Abstract Globalization is a trend that covers all society perspectives in general, and higher education in particular. The main traditional objective of higher education institutions has been to prepare domestic students with a given set of skills. Research competition and University’s rankings, as well as the need to reach other publics, pushed them towards internationalization. The exchange of students across the EU is a well-known reality which success is largely due to cultural similarities. However, a set of issues raises in importance when students from different cultures are involved. ISEP proposed a Summer Course aiming both to increase its level of internationalization and to verify how the institution is able to host foreign students. Therefore was organized, in July 2014, ISEP’s first Engineering for Sustainable Development Summer Course, with a layout specifically designed to address those questions. In our study, and in order to gain from an intensive and multicultural experience, the class included equal number of Korean and Portuguese students to develop work under the framework of sustainability, a theme chosen in order to foster consensus. This work reports some results from this experience, which included a Problem Based Learning (PBL) approach, and points out new directions: PBL revealed to be a
