Abstract
In this study we investigate K–12 students’ conceptualizations of sustainability, their perspectives on the role of engineers in sustainable practices, and how augmented reality (AR) can facilitate sustainability-oriented engineering design activities in informal settings. The AR technology used in this study includes the Merge Cube (a physical cube that serves as a digital canvas for AR) and CoSpaces Edu (an online platform that allows students to create 3D models and animate them using code). We employ a design-based research methodology, using qualitative narrative and artifact analysis to address the research questions: (1) What are students’ conceptions of sustainability and the role of engineers in sustainable practices? (2) How do students experience and utilize AR tools as part of an integrated design-based learning environment to support sustainability-oriented engineering practices? The study was conducted in an informal STEM workshop with 26 students in grades 5–8 who used AR tools to collaboratively design sustainable cities; the present analysis focuses on 12 participants who provided complete datasets. Data sources included interviews, video recordings, digital artifacts, and researcher observations. Understanding how students perceive sustainability and the engineering profession provides insights about their conceptions and values, which inform the design of learning experiences that build on students’ ideas and engage them in addressing real-world sustainability problems through engineering design. AR technology is uniquely suited to facilitate early engineering design processes by enabling students to visualize complex systems and iterate on solutions in an engaging and playful way. This feature is especially useful in informal learning environments such as after-school workshops, where flexible procedures foster creativity, cooperation, and experimentation. The results indicate that students perceive engineering as a prosocial profession, where engineers serve as creators who improve the world through innovation and problem-solving. Furthermore, AR may enhance students’ understanding of sustainability and support engineering design by helping them visualize elements that could be difficult to comprehend outside of AR. Students found the AR platform engaging. They noted that it made their digital designs feel more real, enhancing their involvement and creativity. However, some students faced challenges with the AR technology, highlighting the need for improvements in both the technology and future educational programming.
Recommended Citation
Beheshti, M.,
Kang, E. Y.,
&
Hira, A.
(2026).
Exploring Conceptions of Engineering Design and Sustainability in Informal K–12 Engineering Education.
Journal of Pre-College Engineering Education Research (J-PEER), 16(2), Article 2.
https://doi.org/10.7771/2157-9288.1495
