Sustainability In Architectural Education Research Articles

The Status of Sustainability in Architectural Education

Mimarlık disiplini güncel gelişmelerden etkilenerek değişimlere entegre olan bir alandır ve mimarlık eğitimi de bu değişimler doğrultusunda güncellenerek evrenselliğini korumak zorundadır. Geleceğin mimarları olan öğrencilerin güncel tartışma konularından biri olan sürdürülebilirliğe yönelik donanımlı olmaları, sürdürülebilirliğin hedeflenen amaçlarına ulaşmasında oldukça önemlidir. İnsanların, canlı organizmaların ve inorganik öğelerin meydana getirdiği küresel ekosistemin devamlılığını sürdürebilmesi için çözümler geliştirmek ve bunları uygulamaya koymak mimarların görevleri arasındadır. Bu çalışmanın amacı, mimarlık bölümü lisans ve lisansüstü eğitiminde yer alan sürdürülebilirlik konulu dersler ve derslerin içerikleri kapsamında bir analiz yapmaktır. Çalışma kapsamında, Türkiye’de mimarlık alanında lisans ve lisansüstü düzeyde eğitim veren devlet üniversitelerinin bilgisi, en son yayımlanan 2023 Yükseköğretim Program Atlası incelenerek elde edilmiştir. Üniversitelerin ders bilgi paketleri analiz edilerek sürdürülebilirlik bağlamında ders içerikleri, dersin hangi yarıyılda verildiği, zorunlu ya da seçmeli, teorik ya da uygulama ağırlıklı ders olması ve derslerde bilgisayar programının kullanılma durumu belirlenmiştir. Sonuç olarak lisans düzeyinde verilen derslerden sürdürülebilirlik bağlamında ele alınan derslerin pek çoğunun seçmeli ve teorik ders olarak programlarda yer aldığı; lisansüstü eğitimde ise simülasyon programı, sayısal hesaplama veya sertifika konulu derslerin teorik anlatıma göre oldukça az sayıda olduğu ve genellikle yüksek lisans programlarında yer aldığı sonucu elde edilmiştir.

Shaping Sustainability in Architectural Education: The Integrated Design as a Tool

Climate change is bringing new challenges for architectural education and calls for a new paradigm in the way we teach architecture and urban design. Therefore, a shift has become crucial to enhance the implementation of sustainability within university programs. This paper is, an experimental study taking place, in the first year of master's degree in civil engineering and architecture at the University of Liège, and within the context of an integrated design. The interconnection between design studio and theoretical course on sustainability allows students to develop in-depth knowledge and understanding of sustainability issues by integrating the environmental quality of the building into their designs. During this studio, and to respond to their architectural choices, several tools are applied within the design process to help students develop their building designs, such as interdisciplinary contributions. Our study is constituted of data collected via questionnaires and interviews as well as examining learning activities, teaching methods, students’ outcomes, and their interactions with their instructors. The analysis reveals that sustainability and environmental quality criteria were developed in a holistic way of design thinking in coherence with all the functional, aesthetic, and technological aspects in the design process while respecting the specific contextual requirements… The findings provide evidence that integrated design plays an important role in shaping sustainability in architectural education. This can be achieved through an interdisciplinary collaborative approach that calls for more involvement from students, and that puts into practice their theoretical bases within the design studio.

Sustainability in Architectural Education—Editorial

In the context of the 2018 resurgence of the global movement of Climate Action, architects around the world have taken responsibility for taking actions against climate change and for adhering to the United Nations Sustainable Development Goals (SDGs) in both practice and education [...]

INTEGRATION OF SUSTAINABILITY STRATEGIES IN ARCHITECTURAL EDUCATION TOWARDS THE ACHIEVEMENT OF THE COMPREHENSIVE QUALITY CONTROL

This study attempts to integrate the comprehensive sustainability in architectural education, by using modern techniques to preserve our environment. This paper shows the progress in upraising the architect qualifications in sustainability, and how to apply it in their projects. Throughout our survey on the principles of learning, and teaching architectural process, the researchers find out a great shortage in applying comprehensive sustainability in order to reach it to its ideal form. By using a questionnaire form to be applied on teaching members, students of final years and the supervisors to reveal the sustainability awareness in a way to be integrated by the built environment. This paper focuses on the Priority of Sustainability in architectural education, and how we can reach it to be existed. The researchers aim to apply framework for assessing the student learning objectives to approach to a clear transition between the education and cultural assessment. It addresses the circumstances of our educational architectural principles as a primary target for undergraduate students. The Intended learning outcome has to include the research objectives, and the structure of the educational architectural program, classifying its criteria to assess it to reach to the main source of problem.

A design studio experience: impacts of social sustainability

PurposeSustainability, especially in terms of development and growth, has been in the agenda of the world community for several decades. However, apparently not all the aspects of sustainability are given equal importance. Ecologic and economic components of sustainability have been in the focal point of many theoretical and practical works, as the social aspect has been mostly left out of emphasis. The purpose of this paper is to examine the social aspects of sustainability and its relation to architecture, with respect to the strong connection between the society and the built environment.Design/methodology/approachThe core of the paper consists of a case study conducted at a design studio course for third-year architecture students whereas the outcomes of the student works on the design problem are evaluated as examples for design approaches to reflect the effects of the built environment on social sustainability. The case study is supported with a literature review and examination of existing approaches to similar subjects regarding social sustainability.FindingsThe findings resulted in a better understanding of social sustainability in architectural education which is reflected on the built environment through several architectural strategies.Originality/valueThis paper contributes to the literature by providing a holistic understanding of sustainability including its social aspects and creating an awareness for the importance of social sustainability in architectural education.

Implementing sustainability in architectural education in Iraq Mosul University as a case Study

Sustainable architectural education has been one of the most important topics of interest to many researchers and architects, especially in various disciplines around the world. However, architectural education in most Iraqi universities has not cope with this sustainable global development trend. This in turn has made the local architecture far from sustainable development principles. Accordingly, research problem has been merged along the absence of sustainability knowledge in architectural education in Iraqi universities. This study aims to evaluate sustainability knowledge integrated in architectural education in order to achieve a healthy relationship between education and sustainable practices. This research focuses on Architectural Engineering Department in Mosul University as a case study. The research adopts quantitative approach that depends of survey conducting from the architectural academic lecturers, postgraduate and undergraduate students, and architects in profession field. The research concludes that syllabus of Architectural Engineering Department integrate some principles of sustainable architecture that are not comprehensive to the requirements of contemporary education. The research recommends that architectural education in Iraq needs to be developed to keep pace with the concept of sustainable development in accordance with the requirements of this era.

LIVING LABS AS A PEDAGOGICAL TEACHING TOOL FOR GREEN BUILDING DESIGN AND CONSTRUCTION IN HOT ARID REGIONS

Sustainability and environmental illiteracy is still common in architectural curricula for undergraduate education. This may lead to further generations of architects who are unequipped for global sustainability goals. This paper discusses a living lab teaching experience which investigates the roles of learning through doing and hands-on building experimentation to root an understanding of sustainability in architectural education. The design studio at the centre of this paper was focused on passive, low-cost and energy-efficient approaches suitable for a hot arid climate. The students were asked to design a refugee shelter prototype that was cost- and time-efficient, that would also present the least impact on the environment after demolition. The course’s teaching process also included invited guest speakers, field trips and a hands-on workshop for low-tech building techniques as a prelude to designing and building a full-scale physical model. Thermal comfort and energy consumption for the design proposal were evaluated by simulation, and the physical model was evaluated by field monitoring. This paper outlines the design studio pedagogical experimental living lab process and the resulting students’ projects. It also shows the various skills the students acquired and suggests how this type of pedagogy can be viewed as a pilot model for green architecture education.

From Words to Action: Incorporation of Sustainability in Architectural Education

Schools of architecture play a major role in motivating and inspiring students to gain competencies in sustainability through pedagogical practices. However, at the operational level, the incorporation of sustainability within architectural programmes needs to be integrated into both the curricula and teaching methods. There are few studies on how architectural programmes’ curricula and pedagogical practices can be institutionally articulated, as well as on how the required coherency among components can be empowered operationally. Since the interrelation of the courses form the structure of the curricula and provide certain inputs for the students’ knowledge and skill, any operational risk can harm the quality assurance. Therefore, an operational framework aimed for a coordinated incorporation of sustainability in architectural programmes is required. In order to achieve this, scrutinising substantial equivalence programmes could provide constructive outcomes for the improvement of the existing programmes and future experiences for students. In order to determine the articulation of sustainability issues in architectural education, in this research, a recently accredited school in the Eastern Mediterranean region was chosen as a case study. The study includes an analysis of course descriptions, teaching methods, and teacher and student perceptions about the incorporation of sustainability into the courses. Also, jury sessions’ evaluation criteria are assessed as a pedagogical tool. Then, the horizontal and vertical articulation of courses within the curricula and their coordination were studied accordingly. The findings reveal that horizontal and vertical relations between different course types that share similar learning objectives are very important. However, this relation and continuum should be perceivable by students, tutors, and the relevant stakeholders; otherwise, any attempt would remain superficial. Accordingly, the association of sustainability with pre-defined evaluation criteria for grading is very important. The methodological tools and lessons from this study can assist young architecture programmes with the incorporation of sustainability into their programme without changing its spirit, through the coordination of courses within curricula and adopted pedagogical tools.

The Place of Sustainability in Architectural Education: Discussion and Suggestions

The Place of Sustainability in Architectural Education: Discussion and Suggestions

A Comparative Study on Sustainability in Architectural Education in Asia—With a Focus on Professional Degree Curricula

Architectural education is a key factor in the re-thinking of the whole industry toward a system of more sustainable buildings and cities. Asia is the continent with the highest population growth and the fastest urbanization rate on earth. It is necessary to educate professionals with a well-balanced and integrated knowledge of local issues and global standards. This paper focuses on education for sustainable architecture in Asian countries. This is an exploratory study, analyzing the curricula of 20 selected influential schools in 11 countries. Sustainability-related courses are identified, classified and summarized in qualitative tables (course matrix) and in quantitative graphs. The analysis helps to identify trends and regional or individual uniqueness. The results show that sustainability education is organized in very diverse ways, according to contents, intensity and sequence. The percentages of sustainable courses range from less than 5% to 25%. Technology-related courses are the most numerous and homogeneous. Sustainability design studios show the greatest variation, from zero to almost 100%. General theory courses help in dealing with sustainability issues through traditional and vernacular philosophies, technologies and strategies that are very adequate to their geographical and cultural settings.

Design for the Ecological Age: Rethinking the Role of Sustainability in Architectural Education

While sustainability has become a mainstream concern in design thinking and practice, the debate is fragmented and the concept of sustainable architecture remains contested. We interpret this as symptomatic of a widening gap between architectural academe and the world of practice. Inspired by the “pluralist imagination,” we propose a meta-framework based on analyses of competing discourses at three levels: conceptual, performance, and pedagogical. With the intention of inspiring a critical attitude among designers, the value of such a framework lies in its ability to promote dialogue across theoretical boundaries in order to impede both notions of theoretical determinism and panacean interpretations of proliferating sustainable practices.

Sustainability in architectural education: A comparison of Iran and Australia

Over the past decade, several new approaches have emerged to renewable energy education that seek to address the needs of the 21st century for sustainable energy supply systems. In addition, unlike conventional architectural education which does not cover renewable energy issues in its curriculum, these days, renewable energy education has an identity of its own within the discipline of architecture. This paper will clarify academic obstacles that are impeding the development of sustainable architectural education. These obstacles include: ambiguous definitions of sustainable architecture, confusion over the meaning of sustainability, and lack of experts in this field. In the last part of this paper we compare academic architectural education in the field of renewable energy in two countries, Iran as a developing country in Asia and Australia as a developed country in Oceania. Lessons can be drawn from these case studies in regard to the obstacles and progress in the development of sustainable architecture education.