Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking

Stanislav Avsec,Magdalena Jagiełło-Kowalczyk

doi:10.3390/su13084369

Stanislav Avsec, Magdalena Jagiełło-Kowalczyk

Open Access

https://doi.org/10.3390/su13084369

Copy DOI

Abstract

Education systems are struggling to effectively integrate in their study programs the Sustainable Development Goals (SDGs) which define the challenges we need to overcome as a society in the 21st century. This study revealed the special agency that architecture and built environment have in shaping our social, economic, and natural environment using system and design thinking. Despite the several studies on the metacognitive design process, several cognitive traps still exist when developing design thinking in architecture education. This study investigated design thinking and self-directed learning in undergraduate architecture students. Responses collected from a sample of 117 undergraduates were subjected to bootstrapping in structural equation modelling to find significant relationships of reversed action when design thinking is used for developing self-directed learning. The findings suggest that design thinking is strongly connected with self-directed learning, and as shown in the resulting model, all components of self-directed learning are strongly explained by design thinking variables. This can provide insights for curriculum designers and educators on how to shape effective design thinking processes in architecture education to overcome existing shortcomings while improving interpersonal skills, creativity and digital skills, make pedagogical changes, and enhance redesign of learning outcomes towards sustainable architecture.

Highlights

The rapid changes in our social, economic, natural, and digital environment require the transformation of strategies, methods, and teaching and learning approaches to meet the sustainability needs of 21st century society
Problem reframing, (c) Multi-/inter-/cross-disciplinary collaborative teams, (d) Open to different perspectives/diversity, (e) Learning oriented, and (f) Desire to make a difference. It seems that architecture students are more empathic than average, which is reflected in a greater experiential orientation, capability of problem reframing, and capability of collaboration and transdisciplinary learning
Architecture students possess a wide range of interpersonal skills, which are necessary for superior results, and have a strong desire to make a difference by creating something visual or strategically sound to generate value from valuable insights

Summary

Introduction

The rapid changes in our social, economic, natural, and digital environment require the transformation of strategies, methods, and teaching and learning approaches to meet the sustainability needs of 21st century society. In the era of the fourth industrial revolution, the World Economic forum (WEF) has identified an urgent need for higher order thinking skills and experience, to help define high-quality and competitive education [1]. The required new characteristics are framed in Education 4.0 for the Society 5.0 framework, and are as follows: global citizenship skills, innovation and creativity skills, technology skills, interpersonal skills, personalised and self-paced learning, accessible and inclusive learning, problem-based and collaborative learning, and lifelong and student-driven learning [1]. These skills are important for the entire structure of education.

Methods

Results

Discussion

Conclusion