A Tool to Assess Architectural Education from the Sustainable Development Perspective and the Students’ Viewpoint

Ventura, Jordi; de-Miguel-Arbonés, Eduardo; Sentieri-Omarrementería, Carla; Galan, Juanjo; Calero, María

doi:10.3390/su13179596

Cited by 13 publications

(15 citation statements)

References 73 publications

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“…Similarly, in ARCH 17,3 2002 and 2011, additional declarations were made in the UNESCO/UIA Validation System for Architectural Education, stressing the social responsibility of architecture and its significance in architectural education (UNESCO and UIA, 2011). Finally, after the declaration of UN 2030 Action in 2015, this action has been integrated into curricula through various pedagogical approaches at all levels (Celadyn, 2018;Boarin et al, 2020;Orlovic Lovren et al, 2020;Mart ınez-Ventura et al, 2021;Rajabifard et al, 2021;Calikusu et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

A guide for a guide: using UIA publications for an SDG-focused studio

Akgün

Erkarslan

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2023

ARCH

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PurposeThis paper aims to present a data mapping analysis that can be used for aligning the studio course with the United Nations (UN) Sustainable Development Goals (SDGs) by teaching professionals.Design/methodology/approachThe UN 2030 Agenda for Sustainable Development Goals (SDGs), released in 2015, has received global attention from various disciplines and sectors. Professional organizations in architecture have accelerated the engagement between their members and SDGs. This paper analyzes the two volumes of the Architecture Guide to the UN 17 Sustainable Development Goals prepared by the efforts of professional organizations or consortiums and published by the UIA between 2018 and 2020. The buildings presented as best practices in these guidebooks were analyzed to demonstrate various ways of capturing the SDGs in the architectural studio when designing the course content, process and teaching materials.FindingsThe analysis presents the kinship among the SDGs and architectural concepts, which are retrieved from the sample buildings in the guidebooks. The findings also refer to the targets for each goal to generate an easily applicable pedagogical path in architectural education. The results are presented as a model approach for SDG-focused studio teaching.Originality/valueAn in-depth review of the literature reveals the need for research based on SDG-focused pedagogies and the UN Architecture Guide.

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Section: Literature Reviewmentioning

confidence: 99%

A guide for a guide: using UIA publications for an SDG-focused studio

Akgün

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2023

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“…It is essential to comprehend what is going on and how it could be enhanced to ensure the incorporation of sustainable development into the education of future architects. Despite this, Mart ınez- Ventura et al (2021) have identified a significant gap in evaluating architectural education in Spain and worldwide. Their recommendations to education managers, teachers and policymakers focused on adjusting architectural education in Spain toward introducing or enhancing sustainable development.…”

Section: Arch 173mentioning

confidence: 99%

Embedding sustainability and SDGs in architectural and planning education: reflections from a KAP survey, Egypt

El-Kholei

Yassein²

2023

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PurposeSustainable development requires a mental shift that induces behavioral modification. Education is central to sustainable development as it alters an individual's worldview. Egypt is a signatory to Agenda 2030 and its 17 Sustainable Development Goals (SDGs). Many Egyptian educational institutions have adopted the universal trend of incorporating sustainability and SDGs into their curricula. A recent UN assessment reports that Egypt faces challenges in meeting most SDGs. Therefore, this article investigates how students' knowledge, attitude and practices reflect their awareness regarding sustainability? Has their education induced any behavioral changes? What is the instructors' role in mainstreaming sustainability?Design/methodology/approachThe article investigates the progression of environmental consciousness among Egyptian architectural students and its relationship to sustainability. There are two sources of data: (1) documents, including study plans and course descriptions, and (2) a questionnaire developed and distributed electronically among students from public, private and international schools. The authors used a variety of data analysis methods. They used SPSS for statistical analysis to determine similarities among the students and correlations between variables. They then used Atlas.ti to analyze curricula, study plans and student replies to open-ended questions.FindingsThe interrogated curricula equate sustainability with the environment, as some consider energy conservation equivalent to environmental conservation and protection. Others emphasized environmental control issues as measures of green architecture. The results suggest that students' knowledge and awareness are not conducive to practices expected to yield sustainable designs. The impact of architectural and planning education on altering their attitudes is minimal. Public schools treat students as passive objects, whereas international and some private schools attempt to adhere to the globally accepted architectural pedagogy ideals, transforming the student's mindset.Research limitations/implicationsEducation in architecture is crucial to achieving sustainable development because it prepares future professionals who can contribute to sustainability through their practice. The findings show that architectural and planning education has a negligible effect on students' knowledge and attitudes, which influence their practices. Reforming architectural and planning education is a requirement to accomplish the SDGs. The reform requires instructors to introduce students to the theory of knowledge and critical thinking, thus enabling graduates to be competitive in global labor markets. Reforming education will direct the research agenda of staff members and graduate students toward contemporary research problems.Originality/valueThe research method that mixes qualitative and quantitative methods of inquiry is the first aspect of the originality of the research. Linking teaching methods in the studio with instructors' understanding of sustainability can explain why sustainable development is not clear in architectural and planning education in Egypt, which influences both professional practice and scientific research. Finally, the paper highlights the role of universities to be sustainable in embedding the concept and changing students' mindsets, thus improving Egypt's stand on the SDGs index.

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“…Un extracto del contenido de este apartado ha sido publicado en inglés enMartínez- Ventura et al (2021).…”

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“…Se tomó como referencia una versión del mapa de competencias no publicada, facilitada por el equipo investigador del proyecto-posterior a la versión presentada por Sánchez-Carracedo et al (2019) y anterior a la de Sánchez-Carracedo, Sureda et al (2021).147 Una traducción al inglés del mapa ha sido publicada enMartínez-Ventura et al (2021).…”

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Enseñanza de la Arquitectura y Educación para el desarrollo sostenible en España. Experiencia académica en grado y resultados de aprendizaje del alumnado del Máster Universitario en Arquitectura

Ventura¹

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Architectural education has been called to become education for sustainable development to empower future professionals to make conscious decisions and act responsibly in favour of environmental quality, social justice and an equitable and viable economy in the long term. To achieve this, it is essential to understand what is being done and what can be improved in its transformation towards this type of education: Are architects being trained so that they can promote the achievement of sustainable development? Are the characteristics necessary to do so being integrated into education? To what extent does their qualifying training contribute to attaining it? However, there are gaps in knowledge on that subject at the national and international levels.As a response to this situation, and to facilitate the integration of education for sustainable development in the training of future architects, the main objective of this doctoral thesis is (MO) to know the students' perception regarding the current state of the Spanish qualifying academic program constituted by a bachelor's and a master's degree concerning education for sustainable development. To that end, four specific objectives have been established: (SO1) to determine the degree to which they consider that they have acquired the learning outcomes required to achieve sustainable development, (SO2) to establish the level at which they think that their bachelor's learning experience has integrated the characteristics of this type of education, (SO3) to estimate the level at which they believe that this learning experience has contributed to acquiring the assessed learning outcomes, and (SO4) to analyse the relationship between the degree acquisition that they attribute to these learning outcomes and the level of integration of the characteristics of education for sustainable development that they assign to the bachelor's learning experience.To achieve objectives SO1, SO2 and SO3, a descriptive, quantitative, nonexperimental and cross-sectional study has been carried out through surveys created ad hoc addressed to students from the Spanish Master's Degree in Architecture (Máster Universitario en Arquitectura) through a non-probabilistic sampling. Its distribution has allowed knowing the perception that 282 students from 19 of the 22 schools of architecture that offered these studies during the academic year 2020/2021 have in this regard. In addition, to achieve the specific objective SO4, a correlation and a regression analysis of these responses have been developed.

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A Tool to Assess Architectural Education from the Sustainable Development Perspective and the Students’ Viewpoint

Cited by 13 publications

References 73 publications

A guide for a guide: using UIA publications for an SDG-focused studio

A guide for a guide: using UIA publications for an SDG-focused studio

Embedding sustainability and SDGs in architectural and planning education: reflections from a KAP survey, Egypt

Enseñanza de la Arquitectura y Educación para el desarrollo sostenible en España. Experiencia académica en grado y resultados de aprendizaje del alumnado del Máster Universitario en Arquitectura

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