Developing an Educational Innovation for Biophilic Design

Abstract

Teaching students to practice biophilic design (BD) in an environmentally sustainable design (ESD) studio may enhance human–nature connectedness in their future design outcomes. However, integrating BD within ESD requires the development of a framework that is compatible with both approaches. Hence, a systematic teaching approach is critical to guide students in developing such a design framework. Reflective Action Conjecture Map (RACOM), an educational design approach for the ESD studio is developed that can guide educational designs to teach different sustainable design approaches. An educational innovation based on RACOM that facilitates students to develop BD frameworks is presented demonstrating the development process. This educational innovation aims to support students in overcoming three challenges: (1) shifting the sustainability view to derive common categorisations for criteria, (2) a systematic method to bridge ESD and BD, and (3) integrating the BD framework into the design thinking process. Three embodied educational design elements, namely, sustainability manifesto, success matrix and reflective portfolio are identified could support students to develop and use BD frameworks in sustainable designs.