Integrating Environmental Education into Petroleum Engineering: A Global Framework with Insights from the Colombian Case

Environmental education is essential in the training of Petroleum Engineers, posing a significant challenge for current academic dynamics. This article aims to develop an innovative curriculum proposal to integrate environmental education into Petroleum Engineering programs in Colombia. The study, which is qualitative in nature, draws on Hugo Biagini’s alternative thinking and Edgar Morin’s complex thinking, applying the Systematic Inquiry Pedagogical Approach (EPIS). Documentation from universities and regulatory bodies was analyzed, and opinions from students, faculty, alumni, employers, and communities were gathered through interviews, observations, and surveys. The findings reveal a general interest in integrating environmental education into engineering training, although it is currently limited to fragmented courses. The proposal advocates for a transdisciplinary environmental education that promotes ethical, political, and socio-environmental responsibility, focusing on critical reflection and the integral development of the engineer as a social subject. The proposed education aims to transcend traditional instruction, fostering research, critical thinking, and teamwork through innovative strategies and a systemic approach to addressing the petroleum sector’s environmental and technical challenges.