Exploring Collaboration Between Engineers, Data Scientists, and Environmental Specialists in Sustainable Technology Development
Keywords:
sustainable technology, interdisciplinary collaboration, engineers, data scientists, environmental specialists, qualitative research, Brazil, thematic analysisAbstract
This qualitative study aimed to explore how engineers, data scientists, and environmental specialists collaborate in the development of sustainable technologies in Brazilian organizational and project contexts. A qualitative descriptive design was used to examine professional experiences of interdisciplinary collaboration in sustainable technology development. Data were collected through semi-structured interviews with 27 participants from Brazil, including engineers, data scientists, and environmental specialists involved in renewable energy, circular economy, water management, environmental monitoring, smart-city, and climate-analytics projects. Participants were selected purposively to ensure disciplinary diversity and direct experience in collaborative sustainability-oriented technology projects. Interviews were conducted online and face-to-face, lasted between 45 and 75 minutes, and continued until theoretical saturation was reached at the twenty-fourth interview, followed by three confirmatory interviews. Audio recordings were transcribed verbatim and analyzed using thematic analysis supported by NVivo software. Five main categories were identified: shared sustainability problem framing, translation across disciplinary languages, data-mediated integration, negotiation of technical-environmental trade-offs, and organizational conditions for collaborative innovation. Participants described collaboration as most effective when teams moved beyond sequential expert contribution and developed shared problem definitions, common indicators, and iterative feedback loops. Data dashboards, environmental impact models, prototypes, and regulatory matrices functioned as boundary objects that helped professionals coordinate without eliminating disciplinary differences. However, collaboration was constrained by incompatible timelines, different evidentiary standards, fragmented data ownership, and tensions between engineering feasibility, algorithmic performance, environmental integrity, and commercial pressure. Sustainable technology development depends not only on advanced technical expertise but also on structured interdisciplinary collaboration. The findings suggest that engineers, data scientists, and environmental specialists need shared evaluative frameworks, translational routines, participatory data governance, and organizational support to integrate environmental knowledge into technology design. Strengthening these collaborative capabilities can improve the relevance, legitimacy, and sustainability performance of emerging technologies.
Downloads
References
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Carlile, P. R. (2002). A pragmatic view of knowledge and boundaries: Boundary objects in new product development. Organization Science, 13(4), 442–455. https://doi.org/10.1287/orsc.13.4.442.2953
Cash, D. W., Clark, W. C., Alcock, F., Dickson, N. M., Eckley, N., Guston, D. H., Jäger, J., & Mitchell, R. B. (2003). Knowledge systems for sustainable development. Proceedings of the National Academy of Sciences of the United States of America, 100(14), 8086–8091. https://doi.org/10.1073/pnas.1231332100
George, G., Merrill, R. K., & Schillebeeckx, S. J. D. (2021). Digital sustainability and entrepreneurship: How digital innovations are helping tackle climate change and sustainable development. Entrepreneurship Theory and Practice, 45(5), 999–1027. https://doi.org/10.1177/1042258719899425
Kallio, H., Pietilä, A. M., Johnson, M., & Kangasniemi, M. (2016). Systematic methodological review: Developing a framework for a qualitative semi-structured interview guide. Journal of Advanced Nursing, 72(12), 2954–2965. https://doi.org/10.1111/jan.13031
Kates, R. W., Clark, W. C., Corell, R., Hall, J. M., Jaeger, C. C., Lowe, I., McCarthy, J. J., Schellnhuber, H. J., Bolin, B., Dickson, N. M., Faucheux, S., Gallopín, G. C., Grübler, A., Huntley, B., Jäger, J., Jodha, N. S., Kasperson, R. E., Mabogunje, A., Matson, P., ... Svedin, U. (2001). Sustainability science. Science, 292(5517), 641–642. https://doi.org/10.1126/science.1059386
Lang, D. J., Wiek, A., Bergmann, M., Stauffacher, M., Martens, P., Moll, P., Swilling, M., & Thomas, C. J. (2012). Transdisciplinary research in sustainability science: Practice, principles, and challenges. Sustainability Science, 7(Suppl. 1), 25–43. https://doi.org/10.1007/s11625-011-0149-x
Nishant, R., Kennedy, M., & Corbett, J. (2020). Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda. International Journal of Information Management, 53, Article 102104. https://doi.org/10.1016/j.ijinfomgt.2020.102104
Star, S. L., & Griesemer, J. R. (1989). Institutional ecology, “translations,” and boundary objects: Amateurs and professionals in Berkeley’s Museum of Vertebrate Zoology, 1907–39. Social Studies of Science, 19(3), 387–420. https://doi.org/10.1177/030631289019003001
Stokols, D., Misra, S., Moser, R. P., Hall, K. L., & Taylor, B. K. (2008). The ecology of team science: Understanding contextual influences on transdisciplinary collaboration. American Journal of Preventive Medicine, 35(2 Suppl.), S96–S115. https://doi.org/10.1016/j.amepre.2008.05.003
Vinuesa, R., Azizpour, H., Leite, I., Balaam, M., Dignum, V., Domisch, S., Felländer, A., Langhans, S. D., Tegmark, M., & Fuso Nerini, F. (2020). The role of artificial intelligence in achieving the Sustainable Development Goals. Nature Communications, 11, Article 233. https://doi.org/10.1038/s41467-019-14108-y
Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6