Sustainability in architectural education: A comparison of Iran and Australia

Taleghani, Mohammad; Ansari, Hamid Reza; Jennings, P.J.

doi:10.1016/j.renene.2010.11.024

Cited by 34 publications

(16 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Several quantitative, qualitative and comparative studies about the subject are focusing in particular on the perspectives and limits of introducing sustainability in architectural education globally. [50], while Wright analyzes the integration in USA [51]. Other studies focus on the curricula's criteria of accreditation by Architects Registration Board (ARB), Royal Institute of British Architects (RIBA), and National Architectural Accreditation Board (NAAB), the largest boards that recognizes architecture programs worldwide and assesses the compliance of the architectural educational system to professional standards of excellence [52,53].…”

Section: Barriers and Gapsmentioning

confidence: 99%

Collaborative Learning Experiences in a Changing Environment: Innovative Educational Approaches in Architecture

2021

View full text Add to dashboard Cite

The sense of uncertainty and fragility due to the effects and magnitude of global challenges we are facing (from the circumstances of the pandemic to the impacts of climate change) requires—much more than in the past—the capacity to generate a visionary and forefront design approach in the young generation, with an aim to stimulate their reaction attitude rather than providing consolidated tools from past conditions that no longer exist or will rapidly evolve. Within this general framework, we have investigated the effectiveness and impacts of experienced-based methods of learning and innovative educational tools in architecture that are aimed at shaping expertise that addresses the aspects of environment and climate change in the context of socio-cultural dynamics, real potentialities and constraints, and their transdisciplinary trajectories. We analyzed five international pioneering teaching experiences that provided the opportunity to understand the outcomes of collaborative and experiential learning processes by which the educational activities leverage dialogue between diverse communities (including academia, citizens, policymakers, and practitioners). The study outcomes show that shifting the pedagogical paradigm towards experience-based models can improve the awareness of future practitioners for the climate implications of architectural design, implement their analysis and project skills, and trigger processes of knowledge transfer and co-production at the community level. Experience-based models also allow them to better address the societal and cultural issues involved in decision making.

show abstract

Section: Barriers and Gapsmentioning

confidence: 99%

Collaborative Learning Experiences in a Changing Environment: Innovative Educational Approaches in Architecture

2021

View full text Add to dashboard Cite

show abstract

“…However, Taleghani et al [40] note that the development of sustainable architectural education is hindered by ambiguous definitions of sustainable architecture, unclarity regarding the meaning of sustainability and insufficient expertise in this field. Moreover, research examining the curricula of architecture degrees in Turkey has shown that, although the inclusion of aspects relating to sustainable architecture has improved, it remains incomplete [41].…”

Section: Sustainability In Architectural Educationmentioning

confidence: 99%

The Role of Education in the Sustainable Regeneration of Built Heritage: A Case Study of Malta

2019

View full text Add to dashboard Cite

Vernacular architecture has great historical, cultural and architectonic value, but also much potential for reducing energy demand. However, the eco-refurbishment of heritage buildings within Mediterranean countries poses particular challenges. The research presented in this paper is part of a wider study aiming to develop an effective framework for the sustainable regeneration of heritage buildings in Malta, using the 17th-century Presidential Palace of San Anton, Attard, as a case study. This paper focuses on the role of education in this field. Through qualitative research, including workshops with stakeholders, a stakeholders focus group and a public questionnaire, the awareness levels, educational background and attitudes of key stakeholders were analysed and assessed, as was the policy framework within which they operate. Interventions were found to be required at all levels. Increased awareness and education, a supportive policy framework, and a shift in the perceptions and attitudes of several key stakeholders were identified as crucial in ensuring that interventions on heritage buildings do not negatively affect their environmental performance, and/or impact their architectural and cultural value. This paper features recommendations outlining a supportive strategy for improving the knowledge base of stakeholders, including students, professionals, the public, policy-makers and operators.

show abstract

“…From the reviewed literature and the synthesis of the findings, it can be argued that there are five top findings pertaining to environmental sustainability and awareness thereof in higher education. First, is that the knowledge about the environmental sustainability issue is created through the education system and that this is vital if the university is serious in implementing green initiatives (Bergea et al, 2006;Chuanhui and Hanwei, 2011;Taleghani et al, 2011;Abdul Aziz et al, 2012;Alwi et al, 2012;Basri et al, 2012;Sidiropoulos, 2014;Vicente-Molina et al, 2013). Education in this regard includes the revision/inclusion of the syllabus and curriculum to feature environmental sustainability elements and the development of teaching and learning materials (Aklin et al, 2013).…”

Section: Key Lessons On Environmental Sustainability Awareness In Higher Educationmentioning

confidence: 99%

Social media for environmental sustainability awareness in higher education

Hamid

Ijab

Sulaiman³

et al. 2017

IJSHE

139

View full text Add to dashboard Cite

Purpose The explosion of social media use such as Facebook among higher education students is deemed to have great potential in widely disseminating environmental sustainability awareness. The paper aims to capture, summarise, synthesise and comment on the role of social media to garner interest of students and staff on environmental sustainability issues. Design/methodology/approach Systematic literature review technique is adopted, and three selected online databases were searched for relevant papers for review. Specific data were extracted from each paper, and the discussion section was based on the developed research questions. Findings Higher education needs to fully leverage the ubiquity of social media to extend how environmental sustainability is viewed by the students and staff. Sustainability practices conducted at the university level such as recycling, reduction of electricity and water consumptions and paper reduction in classroom and used to engage students on environmental matters. For staff, social media can be leveraged as to convey the university policy and assist in their quest to become full-fledged green universities. Research limitations/implications Some of the limitations of this research include the lack of keyword search using synonyms or related terms equivalent to the term “awareness”, lack of forward and backward searches, and the papers were searched until end of 2013 only. Future research needs to take advantage of the current limitations to investigate this topic and be empirically supported by theories using quantitative, qualitative or mixed-method-based research. Future studies could also develop relevant frameworks to propose an effective use of social media for creating environmental sustainability awareness in higher education. Practical implications Propagations of environmental sustainability awareness in higher education would be more effective with the use of social media. Social implications In principle, the increase of environmental awareness level would increase the students’ good behavioural conduct on environmental sustainability. Originality/value While the broad topic of environmental sustainability in higher education is widely discussed, the role of social media in shaping environmental sustainability awareness is still under researched. This situation provides a significant potential for exploration by sustainability researchers to craft their investigation on the effective role of social media in creating environmental awareness in higher education.

show abstract

Sustainability in architectural education: A comparison of Iran and Australia

Cited by 34 publications

References 3 publications

Collaborative Learning Experiences in a Changing Environment: Innovative Educational Approaches in Architecture

Collaborative Learning Experiences in a Changing Environment: Innovative Educational Approaches in Architecture

The Role of Education in the Sustainable Regeneration of Built Heritage: A Case Study of Malta

Social media for environmental sustainability awareness in higher education

Contact Info

Product

Resources

About