Relevant bibliographies by topics / Education for sustainable design

Academic literature on the topic 'Education for sustainable design'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Education for sustainable design"

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Özsoy, Vedat. "Arts and design education for sustainable development." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 487–97. http://dx.doi.org/10.18844/gjhss.v2i1.335.

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Lilley, Debra, and Vicky Lofthouse. "Sustainable design education – considering design for behavioural change." Engineering Education 4, no. 1 (June 2009): 29–41. http://dx.doi.org/10.11120/ened.2009.04010029.

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Adel sayed, Abeer. "Design Education for Sustainable Human Behavior." المجلة العلمیة لجمعیة امسیا – التربیة عن طریق الفن 8, no. 30 (April 1, 2022): 520–34. http://dx.doi.org/10.21608/amesea.2022.239392.

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Watkins, Matthew, Jose L. Casamayor, Mariano Ramirez, Mariale Moreno, Jeremy Faludi, and Daniela C. A. Pigosso. "Sustainable Product Design Education: Current Practice." She Ji: The Journal of Design, Economics, and Innovation 7, no. 4 (2021): 611–37. http://dx.doi.org/10.1016/j.sheji.2021.11.003.

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Kimm, Woo-Young, Tae-Woong Kang, Kab-Soo So, and Seung-Je Kim. "Community Design Education for Sustainable Environment." Journal of Korean Institute of Educational Facilities 19, no. 2 (March 30, 2012): 59–66. http://dx.doi.org/10.7859/kief.2012.19.2.059.

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Tascı, Burcu Gulay. "“Sustainability” Education by Sustainable School Design." Procedia - Social and Behavioral Sciences 186 (May 2015): 868–73. http://dx.doi.org/10.1016/j.sbspro.2015.04.199.

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Fukuda, Shuichi. "3407 Sustainable Development and Design Education." Proceedings of Design & Systems Conference 2008.18 (2008): 623–24. http://dx.doi.org/10.1299/jsmedsd.2008.18.623.

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Stevens, Laura, Marc M. J. De Vries, Mark M. J. W. Bos, and Helen Kopnina. "Biomimicry Design Education Essentials." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 459–68. http://dx.doi.org/10.1017/dsi.2019.49.

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AbstractThe emerging field of biomimicry and learning to design with and for nature has expanded in recent years through a diversity of educational programs. Inspiration following natural forms may give the appearance of being sustainable, but the question remains, how sustainable is it? Misunderstanding the function of these forms may leave designers with products not as sustainable as desired. Biomimicry education addresses these issues by integrating three essential elements into their design thinking phases and by using analogical transfer while doing so. This field learns from nature as model, nature as measure, and nature as mentor, throughout the design process. Through examination, analyses and verification of students designs and reflective processes at The Hague University of Applied Sciences, this research considers natures analogies in educational factors, determining which elements are influential when incorporating biomimicry into design education.
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Alansari, Ahmad, Robin Wagner, and Mohamed Cherif Amor. "Toward Sustainable Interior Design Education in Kuwait." International Journal of Design Education 9, no. 4 (2015): 7–18. http://dx.doi.org/10.18848/2325-128x/cgp/v09i04/38484.

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Lee, Youngsun, and Hyonsook Choy. "Developing Design Education Program concerning Sustainable Fashion." Journal of the Korean Society of Costume 64, no. 2 (February 28, 2014): 50–69. http://dx.doi.org/10.7233/jksc.2014.64.2.050.

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Dissertations / Theses on the topic "Education for sustainable design"

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De, Eyto Adam. "Sustainable design education : learning strategies for multidisciplinary education of undergraduates and professionals." Thesis, Bournemouth University, 2010. http://eprints.bournemouth.ac.uk/15097/.

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The concept of sustainable design as a specialism within design, business and manufacture is not a new one. Writers and educators such as Victor Papanek (Papanek 1971) and Buckminster Fuller (Fuller and Snyder 1969) were advocating a change in the way we taught students how to design and look at the world in which they live. In parallel with this, many other experts (Carson 1962; Lovelock 1979) were highlighting the difficulties being caused by industrialisation and global trade in the natural environment. Issues such as the dramatic impact of the global population on ecosystems; the strains on the global and local economic systems and the challenges meted by social inequity were starting to be raised by scientists, economists and even designers as early as the 1960s. These are now finally accepted as real problems for today's students and professionals and for the world as a whole. They now provide clear opportunity both to graduates and to businesses as fields in which they can provide and develop expertise with a view to mitigating past and future problems. This research grew out of an opportunity to examine how students and professionals learn to contextualise their design training through a sustainable design lens. Over a five year period from 2004-09 the research sought to evaluate how the learner understands and· applies their knowledge and skills and to begin the process of developing a sustainable design mindset. Through the development of a series of case studies the research goes on to develop learning strategies that can assist the learner to work in a multidisciplinary environment and to develop a sustainable literacy with their colleagues from non design disciplines. The work outlined here deals with how undergraduate students learn about sustainable design in a studio based environment over an extended period. It looks at the use of elearning, multidisciplinary project work, live projects and the mixing students with professionals all through the vehicle of sustainable design. The research also develops a number of strategies for assisting both SME (Small and Medium Enterprises) and practicing design professionals to learn about sustainable design. These strategies encourage the professionals to look at sustainability in a holistic manner and to develop a personal understanding about how it can influence their business and their design practice. The principal research question is: How can the third level effectively educate students, SMEs and professionals in sustainable design so as to be able to apply their knowledge, skills and competencies to design and industry practice in an effective manner within a complex and rapidly changing world paradigm? This body of research is a first comprehensive comparison of how undergraduate students, SME professionals and design professionals learn about sustainable design. It develops a number of learning strategies and proposes a sustainable design learning model based on the findings of the applied research.
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Pasupa, Sarakard. "Sustainable development in Thailand supported by industrial design education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23707.

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The awareness of sustainable development has been increasing significantly in the Thai manufacturing industry since the financial crisis in 1997. The government has launched several initiatives to promote the development of sustainable products as the concept has a potential to stimulate the national economy and address the sustainability issues. Although the progress has been reflected through the launch of numerous products in the market, most of the products available were only claimed to be sustainable or environmentally friendly. Education is a prerequisite to achieve the integration of sustainable design as it equips stakeholders with knowledge and skills required to be the future decision makers. In other words, it enables designers to create products that contribute to sustainable development. However, the researcher found a lack of sustainable design learning in Thai industrial/product design courses. This situation has motivated the researcher to carry out this PhD research with an aim to support the implementation of education for sustainable development (ESD) into Thai higher education institutions (HEIs). The literature review emphasised the need to tailor the theoretical framework for Thai lecturers due to the lack of ESD training and appropriate materials. It also indicated the lack of publications related to the Thai context and the requirements to identify barriers and needs of the target users. The shortfall was addressed through a series of interviews; experts from three different disciplines (government, business and education sectors) were invited to participate in the interview sessions and reveal the status of sustainable design and ESD in Thailand. The findings were then used to construct the ESD framework that is specific to Thai industrial/product design courses. The SustainAble web-tool was developed to make it more effective in enabling the framework to comply with the needs of Thai design lecturers. Usability testing was employed to test the framework that was presented through the web-tool. The framework evaluation demonstrated the success of the framework development and underlined the need for the web-tool. The tool can fulfill the framework and allow it to be practically applied in the context of Thai design education.
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Kuzmina, Ksenija. "Investigating opportunities for Service Design in Education for Sustainable Development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16281.

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This research investigates opportunities for Service Design in Education. The focus is on a particular type of change happening within education that of Education for Sustainable Development (ESD) where Service Design has little presence and limited knowledge. This research has been carried out through grounded theory and contextualised in English institutions of primary education. As a result it identified Service Design as an approach to enable transformational change within educational institutions that seek to move towards ESD. To establish the basis for the research, a literature review has been carried out on Service Design, the vision of ESD and its application in the context of English schools. As a result, Service Design capability to re-design services at organisational level was linked to the gap in normative re-educative change processes towards ESD in English schools. The rest of the research sought to build on these findings. In-depth case studies with five primary schools and a cross-case analysis have been carried out to establish an understanding of ESD change at organisational level. It focused on elements relevant to normative re-educative change processes, which included social and personal norms and values residing within organisational systems. From the case studies, principles, concepts and processes were identified that enabled schools to engage with ESD at the deepest level. The knowledge derived from the case studies was further developed in order to relate the ESD phenomenon to Service Design. Service thinking and organisational change theory were applied to develop a Sustainable Education as a Service Model (SES MODEL) to understand ESD as a phenomenon in a service system. A SES Model was presented back to Service Design community. The sense-making of ESD was undertaken with seven service design practitioners by conducting semi-structured interviews during which they explored the SES Model. The outcome of the interviews showed the model to build service designer s capacity to engage with ESD, while the use of the model showed that designers could envision using it at a normative re-educative change level. The research shows that ESD is a new concept, which is relevant to Service Design. It therefore offers opportunities for further service design research and practical applications.
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Hakky, Danya. "Examining the Status and Future of Design for Sustainable Behavior in Interior Design Education." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73933.

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Despite the building industry's commendable efforts for creating sustainable environments, numerous studies have shown buildings are not achieving the environmental goals designers and architects are predicting during the design phase. This has been attributed to a number of factors including occupants' unsustainable behavior patterns which affect the amount of energy and resources a building consumes. The effect of human behavior on sustainability has been studied by experts in various fields, it has not however, been sufficiently analyzed by interior designers. Although interior design authors have argued the field has transformed itself to an area concerned with human behavior, there currently are no established design processes or knowledge domains that can help interior designers understand and design to encourage sustainable behaviors. On the other hand, industrial designers have advanced Design for Sustainable Behavior DfSB, an area of research that intentionally uses design solutions to encourage sustainable behaviors. This research argued DfSB can help overcome the gap identified in interior design (ID) by providing ID with design strategies, design processes and precedent. As such this research focused on analyzing the current state of designing with the intention of changing behavior within ID education in order to reach recommendations for the integration of DfSB into ID. The first phase of the study involved a nationwide questionnaire distributed to ID faculty members to gauge the current state of DfSB within ID, including faculty members' attitudes towards it, barriers to integrating it, recommendations for content and teaching methods along with any ethical concerns that may arise from intentionally changing behavior through design. Concurrently, a review of top ID programs online material was conducted to identify the presence of DfSB within existing courses. This phase demonstrated faculty members hold positive attitudes towards DfSB despite their limited familiarity and knowledge of the field which was identified as one of the major barriers to its integration. Additionally, despite none of the programs indicating students are taught how to encourage sustainable behavior through design, it was apparent a foundation for DfSB exists within ID due to the presence of sustainable design courses, human factors, and some social science courses. Findings from the questionnaire spurred a group of questions that required a nuanced investigation through interviews with a sample of ID faculty. These interviews painted a clearer image of the current educational terrain and general directions within ID education. They also allowed the researcher to collate ideas for overcoming barriers to DfSB integration along with establishing recommendations for disseminating DfSB into ID education and practice in a manner that capitalizes on the resources currently available in ID and removes identified hindrances.
Ph. D.
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Bakirlioglu, Yekta. "Biomimicry For Sustainability: An Educational Project In Sustainable Product Design." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614721/index.pdf.

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The notion of sustainability has become an extensive area of research ever since the term emerged in the late 1980s, due to the negative effects of unsustainable production and consumption patterns on environmental stewardship, social equity and economic development. There have been various approaches developed for product design and education within the context sustainability. Biomimicry is one of those approaches, and its implications for product design education have recently started to be explored. In this study, an educational tool - Biomimicry Sketch Analysis (BSA) - was developed and integrated into the idea-generation phase of an educational design project at the undergraduate level in the Department of Industrial Design at the Middle East Technical University (METU). This integration is analyzed throughout the graduate thesis study, to understand and explore the implications of the biomimicry approach for sustainability in product design education. The educational tool within this approach was found as influential among the third year industrial design students for the idea-generation phase, yet the results of this study included both pros and cons for the incorporation of the BSA exercise.
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Jimenez, Jesus Mangaoang. "For Earth's Sake: Closing the Chasm between Theory and Practice in Sustainable Interior Design Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/36.

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Making sustainable interior design education practical is critical to the survival of the planet. The essential of today's interior designer is to provide built enviornments that sustain the life of a building's occupants and the life in and around the built environment. Therefore, interior design departments are interweaving the principles and theories related to sustainable interior design into their pedagogical programs. However, there exists a void between the teachings of the theories and values related to sustainable design and putting them into practice. With the possibility of climante change looming over us, interior design students must reach a significant level of proficiency as quickly as possible in the area of understanding how to implement the principles and strategies of sustainable design into every phase of the design process. The environmental crisis is a design crisis.
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Kessler, Charlotte. "Developing curricula that equip designers with capabilities to enact sustainable futures: A matter of ethos." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235591/1/Charlotte%2BKessler%2BThesis%281%29.pdf.

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This project addresses the lack of research regarding emerging roles for designers in the 21st century and their associated capabilities, along with the lack of studies looking into how a Sustainability Ethos might emerge and pervade in Higher Education design programs, including their curricula and pedagogies. It draws from the voices of academics and graduate designers from four sustainability-focused design programs internationally to propose theoretical guidelines supporting design educators to develop, enable and sustain design programs that are responsive to a rapidly changing world, in turn equipping design graduates with relevant capabilities to create change towards sustainable futures.
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Tural, Senem. "Sustainability And Industrial Design Education: The Case Of The Department Of Industrial Design At Metu, Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611050/index.pdf.

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Problems that the earth has faced with such as the depletion of natural resources, contamination of water, air and land, extension of species, and the global warming have brought up the sustainable development to the agenda. This state of affairs has elicited the undeniable role of industrial design activity on the sustainable development
sustainability has become an important concern of industrial design education. The purpose of this study is to determine the state of sustainable design education in the undergraduate industrial design programs in Turkey &ndash
especially in the Department of Industrial Design at Middle East Technical University (METU) &ndash
by exploring the relation between industrial design education and the concept of sustainability with regard to the examples from all around the world. With reference to the arguments collected by the literature review study and findings of the field study about the opinions of industrial design students and educators, suggestions will be made on how sustainability can be integrated in the curricula of the undergraduate industrial design programs in Turkey.
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Radu, Maria Carina. "Designing for a sustainable attitude : The role of informal education in changing students' attitude towards recycling." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96537.

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An essential part on the way to a sustainable society is each individual’s perspective on handling consumption. To develop a sustainable attitude towards one step in the consumption process, such as recycling, is a way to prevent environmental problems. This project aims to design through informal education and social innovation a solution for increasing the rate of waste separation among students in Sweden. In order to do so, it focuses on students at Linnaeus University in Växjö as an example and it responds to the local needs. It supposes collaborations with student associations, Linnaeus University, recycling companies and Växjö municipality. The solution proposes an innovative framework formulated to develop the habit of separating waste. Through informal education, it intends to deliver the knowledge and create the social space for practice and connection necessary in developing the proposed habit. The theoretical perspectives include design for learning in the context of waste separation, while gamification and learning by doing are tools for development. Several methods are used throughout the innovation process. Among these, conducting a workshop is the main one for defining the design project.  The project can be considered a social innovation because it responds to the students’ needs of connection and self-worth, addressed through knowledge about recycling, awareness and interaction, and to the needs of the Swedish society of a higher rate of waste reparation.
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Jimenez, Jesus Mangaoang. "For Earth's sake closing the chasm between theory and practice in sustainable interior design education /." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/art_design_theses/36/.

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Thesis (M.F.A.)--Georgia State University, 2008.
Title from title page (Digital Archive@GSU, viewed June 25, 2010) Michael White, committee chair; Amy Landesberg, committee member. Includes bibliographical references (p. 21).
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Books on the topic "Education for sustainable design"

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Katherine, Enggass, ed. Linking architecture and education: Sustainable design for learning environments. Albuquerque: University of New Mexico Press, 2008.

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Green Energy Education Act of 2007: Report (to accompany H.R. 1716) (including cost estimate of the Congressional Budget Office). [Washington, D.C: U.S. G.P.O., 2007.

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Pieters, Jules. Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Cham: Springer Nature, 2019.

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Photovoltaics: Design and installation manual : renewable energy education for a sustainable future. Gabriola Island, BC: New Society Publishers, 2007.

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Ambs, Pierre. SPIE eco-photonics 2011: Sustainable design, manufacturing, and engineering workforce education for a green future : 28-30 March 2011, Strasbourg, France. Edited by SPIE (Society). Bellingham, Wash: SPIE, 2011.

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Mareis, Claudia, Moritz Greiner-Petter, and Michael Renner, eds. Critical by Design? Bielefeld, Germany: transcript Verlag, 2022. http://dx.doi.org/10.14361/9783839461044.

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In its constructive and speculative nature, design has the critical potential to reshape prevalent socio-material realities. At the same time, design is inevitably normative, if not often violent, as it stabilises the past, normalises the present, and precludes just and sustainable futures. The contributions rethink concepts of critique that influence the field of design, question inherent blind spots of the discipline, and expand understandings of what critical design practices could be. With contributions from design theory, practice and education, art theory, philosophy, and informatics, »Critical by Design?« aims to question and unpack the ambivalent tensions between design and critique.
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Międzynarodową, Konferencję Oblicza Równowagi-Architektura Urbanistyka Planowanie (. 2005 Wrocław Poland). Oblicza równowagi: Architektura, urbanistyka, planowanie u progu międzynarodowej dekady edukacji na rzecz zrównoważonego rozwoju, Wrocław, 23-25.06.2005.= Aspects of equilibrium : architecture, urban design, planning at t[h]reshold of UN decade of education for sustainable development, Wrocław, 23-25.06.2005. Wrocław: Oficyna Wydawn. Politechniki Wrocławskiej, 2005.

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The green school: How your school can achieve and promote sustainability. Norwich: Adamson Pub., 2008.

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Hope is an imperative: The essential David Orr. Washington, DC: Island Press, 2010.

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Mojekwu, Joseph N., Wellington Thwala, Clinton Aigbavboa, Lawrence Atepor, and Samuel Sackey, eds. Sustainable Education and Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68836-3.

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Book chapters on the topic "Education for sustainable design"

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O’Toole, Gregory. "Education." In Sustainable Web Ecosystem Design, 91–94. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-7714-3_16.

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Emans, Denielle, and Kelly M. Murdoch-Kitt. "Intercultural Collaborations in Sustainable Design Education." In Routledge Handbook of Sustainable Design, 135–47. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315625508-14.

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Yang, Ye, Hongtao Zhou, and Hanfu He. "Material Turn: Material Thinking-Oriented Sustainable Artefact Design Education Mode." In [ ] With Design: Reinventing Design Modes, 3466–77. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4472-7_228.

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Oliveira, Sonja, Elena Marco, and Bill Gething. "Energy-Efficient Design and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 523–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_130.

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Motloch, John. "Co-design Methods and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 232–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_311.

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Oliveira, Sonja, Elena Marco, and Bill Gething. "Energy-Efficient Design and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–10. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_130-1.

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Motloch, John. "Co-design Methods and Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–11. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_311-1.

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Mifsud, Alex, Antonio Sanchez-Vazquez, and Chris Callaghan. "Application of Education for Sustainable Development (ESD) as a Route to Overcoming Barriers in Designing Circular Economy (CE) Educational Material." In Sustainable Design and Manufacturing, 341–50. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-9205-6_33.

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Bilge, Pinar, Soner Emec, and Günther Seliger. "Leverage of Industrial Engineering Education for Sustainable Manufacturing." In Sustainable Design and Manufacturing 2017, 3–12. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57078-5_1.

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Maus, Ingvill Gjerdrum. "Developing holistic understanding in design education for sustainability." In Design for a Sustainable Culture, 157–70. Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge studies in culture and sustainable development: Routledge, 2017. http://dx.doi.org/10.4324/9781315229065-12.

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Conference papers on the topic "Education for sustainable design"

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Zhang, Shaojie, and Tieqiao Xiao. "Integrated Design in Sustainable Architectural Education." In 2013 International Conference on Advanced ICT. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icaicte.2013.50.

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Jiang, Ying. "A Care-oriented Design Process Model for Sustainable Design Education." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002421.

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In the unsustainable development of commodity production and resource consumption, designers are both part of the root of the problem and the agents of its solution. Education institutions and teaching plans bear a profound moral responsibility to improve designers’ ability to create a sustainable future. This chapter goes deep into the design education curriculum to explore a design process model that can be specifically applied to the field of care design.Education for sustainable development has become the main concern of environmental education since the 1990s (United Nations 1992). David W. Orr calls for an education system shift: ‘This crisis cannot be solved by the same kind of education that helped create the problems. Against the test of sustainability, our ideas, theories, sciences, humanities, social sciences, pedagogy, and educational institutions have not measured up’ (1992, p. 83). The UN Decade of Education for Sustainable Development (2005–2014) highlighted the key role of Education for Sustainable Development (ESD), aiming at ‘integrating the principles and practices of sustainable development into all aspects of education and learning, to encourage changes in knowledge, values and attitudes with the vision of enabling a more sustainable and just society for all’ (UNESCO, 2005, p.9). It fundamentally mobilized education to create relevant teaching rationales, teaching methods and learning content.The evolution of design for sustainability has been advanced ESD in higher education institutions and has created a wide array of teaching methods and tools, such as Service Design (Miso, 2020), Design Futuring (Fry, 2009), Transition Design (Jones, 2014), Systemic Design (Irwin, 2015), Design for Behaviour Change (Bhamra & Dewberry, 2007) and Ecology of Care (Coxon, 2017). The continuous improvement of sustainable design education helps designers to conceive a number of different conceptual solutions as a whole, and to take into consideration the wide array of impacts that their decisions have on people, the environment and the economy. However, the problem in curriculum education is that its focus is more on the designer’s sustainable achievements, rather than the designer's sustainable awareness and behavior changes. Strengthen the correlation between designers’sustainability awareness and design results would be appreciated.East China University of Science and Technology (ECUST) is a comprehensive university with a strong background in science and engineering. The fundamental design course teaching at the School of Art Design and Media has provided me with excellent research opportunities. In this context, I could integrate the care-oriented sustainable design course into the curriculum system and conduct research directly. I noticed that sustainable design is a special and independent concept rarely mentioned in existing design courses. As expected from traditional courses, design courses focus on creating visually compelling and fully functional works. Although some ‘green’ design projects are sometimes carried out, in most cases green design courseworks focus on finding solutions in terms of principles, technology, materials, etc., and finally propose a small product design concept without considering the whole systemof thought at the basis of design. Also, most part of the courses are devoted to the introduction of the double diamond model that guides the design process, even though it does not make full use of the scientific nature of the design process itself. Sometimes, design research is separated from design results. I am interested in reshaping the way designers think about sustainability in the field of traditional design education, by considering all the different impacts of design decisions on people, the environment and the economy.By understanding the nature of care, I intend to develop a design process model and teaching tools from the perspective of care, which can be extrapolated as a care-oriented, sustainable design education course. The design process can be seen as a learning process which provides deeper information about sustainability challenges and opportunities by influencing students’ design thinking and design activity. On the one hand, the design process model could build a clear teaching idea for teachers. On the other hand, it could raise students’ awareness of caring, and transform this consciousness into specific design schemes, which can provide insight into problems and propose solutions from larger and more complex perspectives, thereby generating new sustainable design ideas. This newly developed design process emphasizes the role of the immediate-environment in promoting clients and products care.
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Afacan, Yasemin. "Using problem-based learning in sustainable design education." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01003.

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Afacan, Yasemin. "Using problem-based learning in sustainable design education." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.16003.

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Pankina, Marina, and Svetlana Zakharova. "Objectives of design-education for sustainable development." In 2015 International Conference on Arts, Design and Contemporary Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icadce-15.2015.63.

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Kattwinkel, Daniela, Young-Woo Song, and Beate Bender. "ANALYSIS OF ECODESIGN AND SUSTAINABLE DESIGN IN HIGHER EDUCATION." In 15th International Design Conference. Faculty of Mechanical Engineering and Naval Architecture, University of Zagreb, Croatia; The Design Society, Glasgow, UK, 2018. http://dx.doi.org/10.21278/idc.2018.0305.

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Gómez, Julián Fernando León Durango, and Maria Isabel Giraldo Vásquez. "Sustainable scenarios for and in university education: design of sustainable products." In Congreso SIGraDi 2020. São Paulo: Editora Blucher, 2020. http://dx.doi.org/10.5151/sigradi2020-125.

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Sandström, Niclas, Veijo Hytti, Suvi Nenonen, and Kirsti Lonka. "HOW IS IT SUSTAINABLE? IDENTIFYING KEY INDICATORS FOR SUSTAINABLE EDUCATIONAL DESIGN." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2037.

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Liu, Zhexin, Bing Han, and Zheli Liu. "Green Garment Design based on Sustainable Background." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.302.

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Lotfi, Nariman. "Self-Organization for Design Education: A sustainable flocking system." In Design Research Society LearnXDesign 2019. Design Research Society, 2019. http://dx.doi.org/10.21606/learnxdesign.2019.01091.

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Reports on the topic "Education for sustainable design"

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Howell, Alexandra, and Elizabeth Shorrock. A Model for Creating Sustainable Corporate Partnerships in Design and Merchandising Education. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1310.

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Hoke, Kelly, and Julie Risien. Grounding Institutional Partnerships in Structures for Broader Impact Design: Summative Evaluation Report. Oregon State University, July 2021. http://dx.doi.org/10.5399/osu/1151.

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This report presents summative evaluation results for a National Science Foundation funded project entitled Grounding Institutional Partnerships in Structures for Broader Impacts Design (BID). The project represents a collaboration between five institutions: Institute for Learning Innovation, The STEM Research Center at Oregon State University, Scicenter, University of Washington-Bothell, and University of Wisconsin-Madison. BID aimed at creating an inter-institutional structure and toolkit to assist higher education institutions (HEIs) and informal science education organizations (ISEs) in developing sustainable institutional partnerships through collaboration around the design of informal STEM education-based Broader Impacts (BI) experiences. The project built upon the Portal to the Public (PoP) framework, bringing together research support professionals, STEM education professionals and Principal Investigators at HEIs with practitioners at ISEs (i.e., BID partners) to enhance BI experiences for the public by leveraging human resources through intentional coordination and partnerships. This report addresses the impact of this collective work, serves as a record of the project, and as a resource for future partnerships that support BI.
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Hausman, Nate. Sustainable Solar Education Project - Final Project Report. Office of Scientific and Technical Information (OSTI), August 2018. http://dx.doi.org/10.2172/1467590.

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Wong, Xaria, and Iulia Andreea Toma. Gender and Protection Analysis: Juba, Rumbek and Pibor, South Sudan. Oxfam, May 2022. http://dx.doi.org/10.21201/2022.8946.

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This research was conducted to analyse the distinct gender needs and protection concerns of women, girls, men and boys in order to inform the implementation by Oxfam and its partners of the Sida-funded project, ‘Building resilience through gender- and conflict-sensitive approaches to education, skills development, and sustainable livelihoods in South Sudan’. It explores the gendered power relations between women, girls, men and boys, with a focus on the differences in their roles and responsibilities, decision-making power and access to and control over resources. It draws attention to the limited decision-making power held by women and girls, their specific needs, and the rights denials they face pertaining to education and livelihoods in Juba, Rumbek and Pibor. It provides practical recommendations to meaningfully address gender inequalities during project implementation, but is also intended to be used by the broader humanitarian community working in South Sudan to better inform humanitarian design, programming and response.
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Holler, Siegrid, Lucia Haro, Juan Camilo Villalobos, Ana María Pérez,, and Felipe Sarmiento Caldas. Designing a Results-Based Financing Model: Recommendations and Guidelines. Inter-American Development Bank, December 2021. http://dx.doi.org/10.18235/0003942.

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Results-Based Financing Models are innovative mechanisms that seek to accelerate results by shifting the focus from the traditional model of paying for activities and inputs to paying for results. In addition to increasing impact on the different actions, the models also allow for flexibility and adaptability of these actions always seeking those that are most cost-effective to achieve results. Also, these mechanisms increase transparency and accountability of the agents as results are verified by independent and external audits. Finally, and most importantly, results-based financing models promotes systemic change that is sustainable through time. Thus, this document looks to provide recommendations and guidelines on how to design and implement these innovative models contextualized with examples on the education sector.
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McAndrews, Laura, and Pamela Norum. The education of sustainable consumers: An analysis of sewing education and disposal activity. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-843.

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Larco, Nico, and Marc Schlossberg. Disseminating the Sustainable City Year Program (SCYP) Education Model. Portland State University Library, April 2016. http://dx.doi.org/10.15760/trec.126.

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England, Lauren. Crafting Professionals: craft higher education & sustainable business development. University of Dundee, 2020. http://dx.doi.org/10.20933/100001183.

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Rybalko, Lina, and Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable development. The pedagogical experiment results are presented, confirming the technology’s effectiveness based on ecological-evolutionary approach and the implementation of ecological-evolutionary approach concepts and didactic fundament in teaching environmental subjects.
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Wei, Bingyue. Sustainable Fashion Development: Applying Transformational Design. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-269.

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