Sustainable Architecture Theory in Education: How Architecture Students Engage and Process Knowledge of Sustainable Architecture

Abstract

This paper aims to outline and suggest an alternative pedagogy approach for teaching sustainable architecture theory within a studio-based environment, utilising the pedagogical methods for solving complex problems and applying ‘designerly thinking.’ Emphasising the qualities of a hybrid approach of electives and integration in an architectural education framework. It will reflect on understandings of architectural pedagogy and the integration of sustainability into architectural theory education. Beginning with a discussion of contemporary literature and policy concerning education for sustainability in architecture, it is accompanied by critical understandings of how architects synthesise different types of knowledge while designing, raising questions about the ‘match’ between theoretical educational experiences and subsequent behaviours in practice. Taking an example from Denmark, we outline the approach of Aarhus School of Architecture, where the majority of teaching occurs within design studio courses with short supplementary theory courses each year. During this pilot theory course, a direct observational study was made of 3rd-year architecture student during the two-week theory course on sustainable architecture theory to understand how they engage with the sustainable architecture discourse. The pedagogical approach involved multiple modes of learning including; participating in lectures, readings and documentaries followed by group work producing mapping, essay writing, and a final visual representation. The findings emphasise the importance of not only students’ personal critical reflection and active engagement but in order for students to find sustainable architecture theory engaging and relatable to their design practice. Additionally, students need to be supported in gaining different types of knowledge through different modes of learning.