Dissertations / Theses: '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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Pihkala, S. (Suvi). "Touchable matters:reconfiguring sustainable change through participatory design, education, and everyday engagement for non-violence." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526218434.

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Abstract Sustainability is a catchword for contemporary concerns of environmental and societal vulnerability. Scholars, policymakers, designers, and educators alike find themselves knotted increasingly within fabrics of sustainability, approached as an object of concern in education and technoscientific projects. In relation, scholars drawing from posthuman and new materialist thinking have begun to re-imagine sustainability. Considering human subjectivity as part of the world in its ongoing, reiterative becoming has introduced new possibilities to rethink responsibility in and for sustainable change. This research is rooted in my engaged practices of participatory design and education on violence, violence prevention, and non-violence, which form the empirical research terrain of this study. This dissertation includes four articles that inquire into the practices in question by exploring possibilities for nurturing non-violence—and by scrutinising responsible participatory practices in design. This synopsis re-engages with the results presented in the articles mentioned and participates in calls to rethink sustainability. In order to reconsider sustainability in and for practices of sustainable change, I develop theoretical thinking based on response-ability and touch, as discussed by Karen Barad and Donna Haraway. Through a diffractive, affirmative engagement with sustainability in the engaged practices of change-making, I aim to unfold the affordances of feminist (new) materialist renegotiations of ethics and responsibility, in order to inform responsible participatory practices of change-making and, in particular, change towards non-violence. This research offers insight into the intricate ways sustainability reconfigures in and through practices of change-making in participatory design, education, and everyday engagements for non-violence. I begin by proposing a thinking and practice of response-able engagement. Then, through the idea of touchable matters, I foreground how the co-constituted conditions of ethically sustainable response become reconfigured in the designerly, the researcherly, the pedagogical, and other everyday practices, challenging for a shift to a new mode of entangled response-ability for sustainable change and towards non-violence
Tiivistelmä Kestävyys on aikaamme läpileikkaava, sosiaalisiin ja ekologisiin epäkohtiin tarttuva haaste, joka yhdistää tutkijoita ja muita toimijoita moninaisina jaetun huolen ja interventioiden kohteina myös koulutuksellisissa ja teknotieteellisissä projekteissa. Posthumanistinen ja uusmaterialistinen ajattelu on haastanut ymmärryksiä kestävyydestä asettamalla inhimillisen toimijuuden erottamattomaksi osaksi maailman jatkuvia tulemisen ja tuottumisen prosesseja. Painopiste kestävyyden, muutoksen ja niihin liittyvien vastuullisuuksien tarkastelussa on siirtynyt arkisten käytänteiden moniulotteisiin kietoutuneisuuksiin. Väitöstutkimukseni sisältää neljä artikkelia, jotka perustuvat kahteen empiiriseen kokonaisuuteen. Työni aineisto on tuotettu tutkimalla työpaikkakiusaamiseen liittyvän osallistuvan suunnittelun vastuullisia käytänteitä sekä väkivaltaa, väkivallan ehkäisemistä ja väkivallattomuutta käsittelevää akateemista koulutusta. Väitöskirjaan sisältyvissä artikkeleissa olen tarkastellut pyrkimyksiä kohti väkivallattomuutta sekä muutokseen sitoutuneita ja siihen moninaisesti kietoutuvia käytänteitä. Työni yhteenveto-osassa työstän artikkeleissa esitettyjä osallistumista, refleksiivisyyttä, välittämistä ja väkivallattomuutta käsitteleviä tuloksia diffraktiivisesti. Työstämisen teoreettis-käsitteellisenä kumppanina toimivat Karen Baradin ja Donna Harawayn kosketusta ja vastuullisuutta käsittelevät keskustelut. Yhteenvedon tavoitteena on tarkastella feministisen (uus)materialistisen ajattelun mahdollisuuksia tuottaa uutta ymmärrystä kestävyydestä osana vastuullisia osallistuvia toimintatapoja muutoksen – ja erityisesti väkivallattomuuteen pyrkivän muutoksen – jokapäiväisissä käytänteissä. Kestävän muutoksen ja väkivallattomuuden mahdollisuudet tuottuvat osallistuvan suunnittelun, koulutuksen ja arjen käytänteissä moninaisin tavoin. Vastuullisuutta tarkastellessani esitän ajatuksen ”koskettavista kudelmista”, mikä kutsuu tunnistamaan, kuinka eettisen kestävyyden ja suhteisuuden mahdollisuudet ”kanssatuottuvat” arkisissa kohtaamisissa. Samalla se haastaa rakentamaan uudenlaista, tähän eettis-ontologiseen kietoutuneisuuteen sitoutunutta vastuullisuutta jokapäiväisissä suunnittelun, tutkimuksen, koulutuksen ja arjen pyrkimyksissä kohti kestävää muutosta ja väkivallattomuutta

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Cull, Kirsty Amanda. "The education of undergraduate product designers in the principles and practice of sustainable design." Thesis, Robert Gordon University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423326.

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Nam, Hyena. "Visual and Verbal Communication on Sustainable Packaging As a Vehicle for Public Education and Awareness." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556185867839811.

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Clune, Stephen. "Developing sustainable literacy in industrial design education a three year action research project enabling industrial design students to design for sustainability /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/41047.

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Thesis (Ph.D.)--University of Western Sydney, 2009.
A thesis presented to the University of Western Sydney, College of Health and Science, School of Engineering, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.

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Strachan, Glenn Edward. "Catalysing change for sustainability in education : the relationship between sustainable building design and institutional change." Thesis, University of Gloucestershire, 2015. http://eprints.glos.ac.uk/3270/.

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This PhD thesis is concerned with the influence of sustainable design in further education (FE) college buildings on whole institutional change for sustainability. The research focuses on the first decade of the 21st century in England and Wales when increasing engagement with the sustainability agenda in the FE sector included linking sustainability criteria to the funds for new building projects. The original contribution of the thesis is twofold. Firstly, it reveals the extent to which these new buildings contributed to institutional change for sustainability in the FE sector and identifies ways to maximise future sustainable building projects as a resource for institutional change. Although there was substantial investment in new buildings and a growing interest in sustainability during the period of the study, no evidence exists of research into the links between sustainable design and institutional change in the FE sector. Secondly, the thesis develops an original research approach, contributing to the multi-disciplinary field of research into sustainability and sustainable development. The thesis adopts a biographical approach from social science research and adapts it to produce narrative accounts of the development of two buildings with recognised sustainability qualities, one in England and one in Wales. These biographies are then analysed for evidence of institutional change for sustainability using the systems perspective that underpins the view of sustainability presented in the thesis. The thesis establishes two frameworks, one for recognising sustainable design within FE college buildings and one for identifying change for sustainability in FE institutions. The biographies of the buildings were developed using data collected by biographical research methods and the focus of the analyses is on the relationships that existed around each building’s development and its physical presence on campus. The thesis reveals that even colleges with a reputation for sustainability have not fully exploited the introduction of a sustainably designed building onto a campus as a catalyst for institutional change. The outcomes from the research offer key points for maximising the influence of future building projects in terms of achieving institutional change for sustainability and identify areas for further research into the influence of sustainable design on institutions in the FE and other education sectors. The development of the research approach in this thesis presents an alternative for researching sustainability in education and other fields.

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McWhirter, Nathan Daniel. "Teaching Engineering Students About Cognitive Barriers During Design for Sustainable Infrastructure." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/81310.

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Sustainability is a complex socio-technical challenge that requires new ways of thinking. To help meet this challenge, I have created three case-based modules that teach engineering students how to apply sustainability principles and help them recognize potential cognitive traps, or barriers, that may prevent more consideration for sustainability during design. Each of my three case studies is built into a PowerPoint-guided module for undergraduate engineering classes, which may be taught in 1-3 class days. I have implemented each of the three modules in senior-level classes at Virginia Tech, assessed survey data, and scored student assignments. This work and the underlying literature background is reflected in three journal papers, one for each module. My case study modules, along with all associated teaching materials, are shared in the Center for Sustainable Engineering repository for other instructors to adapt and use. Each module includes a case study about an infrastructure project recognized and awarded by the Envision rating system, demonstrating a case of sustainability done well. Adaptable PowerPoint slides are used to teach about the Envision rating system and credits particularly relevant to the project. Active learning assignments allow students to apply the Envision framework and design criteria to complex and ill-structured problems related to the case study. Slides also cover the relation of three selected behavioral decision science concepts to each case study; these include cognitive biases and barriers which tend to inhibit sustainability outcomes, as well as some potential solutions to mitigate or overcome such barriers. Paired with the decision-making framework of Envision, awareness of these transdisciplinary concepts will allow students to more effectively manage the complex decisions found in real-world projects. Results were assessed through a variety of methods to determine the modules' level of effectiveness in accomplishing defined student learning outcomes. Pre-module and post-module student surveys were employed to measure several indicators: changes in self-assessed confidence levels, perceptions of sustainable design (characteristics and barriers), and accuracy of module concept definitions. Each of several active learning assignments was scored on a simple rubric. Concept maps were also tested as further type of assessment, and scored with both traditional and holistic methods. However, fully integrating the concept mapping approach is left to the future work of others. These modules are a significant contribution to engineering education, as they integrate diverse topics and disciplines into a unified and relevant teaching package. Over 350 students have already been reached through the three modules, and sharing the materials in a peer-reviewed repository allows for expansion, adaptation, and capacity building. Each module's content and pedagogy align with ABET accreditation requirements and ASCE's Body of Knowledge, making them relevant tools for equipping the future generation of engineers. Future development of similar case studies can build partnerships between academia and industry, as well as increase cross-disciplinary collaboration. These efforts will both improve undergraduate education and advance the profession.
Master of Science

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Watkins, Matthew. "An investigation into effective methods for teaching social sustainability within product design in British and Irish Universities." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14155.

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Consideration of sustainability in product and industrial design courses is becoming more common and relevant within higher education in the UK. However little is known about how widespread the teaching is and what is actually understood as sustainable design with discrepancies in the definitions used in different institutions. Literature highlights that many universities now engage with the tangible environmental aspects of sustainable design, whilst the intangible social aspects are left unaddressed. This thesis explores methods for encouraging and enabling students to address the social aspects within sustainable product design (SPD) education. The first research stage presents the results of a nationwide survey, which investigated how widely SPD is taught, which social aspects are addressed, how SPD is taught and assessed and the attitudes and awareness of it amongst academics. The second research stage presents further research into best practice in SPD through detailed interviews with leading academics in the field. A third research stage built upon the findings from both these studies, and sought to address a perceived weakness in SPD education; the lack of understanding and consideration of the social aspects in sustainable product design in teaching and project outcomes. Three Rethinking Design workshops were developed and tested at five universities in the UK and Ireland. These workshops were designed to introduce students to the wider social aspects of SPD, through the use of audio visual group based workshops. The design of the workshops enabled a learning environment where a deep understanding of the social aspects of Sustainable Product Design could be developed through; group work, discussion and critical reflection, which led to students exploring design thinking responses, suggesting that deep learning, had occurred.

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McMahon, Muireann. "Designed from the inside out : developing capacity for social sustainability in design through collaboration." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12121.

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The paradigm of design is changing. Designers now need to be equipped with the skills and knowledge that will enable them to participate in the global move towards a sustainable future. The tenets of Sustainable Development and Design: economy and environment are being dealt with extensively in both practice and theory. The social elements, unfortunately, have proven more difficult to define and implement. The challenges arise as social sustainability deals with softer and more complex issues as diverse and unquantifiable as ethics, values, cultural diversity, holistic perspectives, collective and personal responsibility. The competencies needed to address these wicked problems are based in the realm of Social Sustainability and require a shift in how designers are taught as students and will subsequently practice as professionals. This thesis proposes that by introducing various models of collaboration into design education the capacity for responsible design practice can be developed. Arguably, by capitalising on the process of collaboration a culture of individual and collective sharing can be encouraged leading to new knowledge and openness to multi-disciplinarity, holistic perspectives and diverse cultural backgrounds. Across a Delphi Study and four consecutive phases of Action Research, the competencies for social sustainability in design are identified and their emergence evaluated through practical collaborative projects in an educational setting. From the panel of twenty-one design experts the Delphi Study developed a construct for social sustainability in design, as well as an initial Framework of the key competencies. These two tools were then used to underpin the planning, implementation and subsequent analysis of the four Action Research phases. The pragmatic nature of Action Research allowed for continuous iteration and development, where data gathered through each phase informed the proceeding phase so as to fix on an approach that is both realisable and realistic. This thesis does not offer a panacea solution but rather a pathway towards achieving the necessary changes in design practice. The findings clearly show that building capacity for responsible design practice is not a simple or one size fits all approach, as each individual experience is different. The construct, framework of competencies (and their interconnections) along with the guidelines for effective collaboration, provide a starting point that can be built upon, evolve and progress as the debate around sustainability becomes more clearly defined. Over time these generic design skills can be honed and refined to meet previously unmet societal challenges.

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Raymond, Corbin Edlin. "A Biomimicry and sustainable product-service systems (S.PSS) approach to Design for Sustainability: a study in higher education in Industrial Design." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3090.

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Thesis (MTech (Industrial Design))--Cape Peninsula University of Technology, 2019
In this research study Biomimicry and sustainable product-service systems (S.PSS) are explored in order to examine the Design for Sustainability (DfS) paradigm through a set of eight guidelines. It is argued that Biomimicry holds the blueprint to a design strategy that is more environmentally sustainable. This research study demonstrates that sustainability’s triple bottom line can be achieved by combining Biomimicry’s potential for environmental sustainability with S.PSS’s potential to foster social and economic sustainability. The study describes a behavioural change towards sustainability and proposes design education as a strategy to nurture sustainable design praxis. It is shown that the sustainable design praxis of student groups leads to behavioural shifts towards sustainability through design education. Industrial design students at the Cape Peninsula University of Technology in South Africa engaged in a short course on DfS and their design outcomes provided the data sets that have been analysed through inductive thematic analysis. The course was used as a case study from which theory was built. This specific research approach is called theory building from case studies. The appendices are included to supply additional evidence of where and how the data collection happened, and provides depth and insight into the projects. The richness and scope of the research study is supported by the appendices - it is for this reason that the rather sizable addition was included. It is through the thematic analysis that a set of eight guidelines were developed from the data and measured against a framework of critical citizenship in order to evaluate the societal behavioural shift to a more holistic approach to DfS. This thesis draws on existing fields of study within the DfS paradigm and integrates several fields of study in order to contribute to the discourse of a holistic approach to DfS.

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Weber, Erwin. "Towards local cultures of sustainability : facilitating community created environment education centres through design." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52771/1/Erwin_Weber_Thesis.pdf.

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Ecological sustainability has been proposed to address the problem of human impacts increasingly degrading planetary resources and ecosystems, threatening biodiversity, eco-services and human survival. Ecological sustainability is an imperative, with Australia having one of the highest eco-footprints per person worldwide. While significant progress has been made via implementation of ecologically sustainable design in urban communities, relatively little has been undertaken in small, disparate regional communities in Australia. Regional communities are disadvantaged by rural economic decline associated with structural change and inequities of resource transfer. The ecologically sustainable solution is holistic, so all settlements need to be globally wise, richly biodiverse yet locally specific. As a regional solution to this global problem, this research offers the practical means by which a small regional community can contribute. It focuses on the design and implementation of a community centre and the fostering of transformative community learning through an integrated ‘learning community’ awareness of ecologically sustainable best practice. Lessons learned are documented by the participant researcher who as a designer, facilitator, local resident and social narrator has been deeply connected with the Tweed-Caldera region over a period since 1980. The collective action of the local community of Chillingham has been diligently recorded over a decade of design and development. Over this period, several positive elements emerged in terms of improvements to the natural and built environment, greater social cohesion and co-operative learning along with a shift towards a greener local economy. Behavioural changes in the community were noted as residents strived to embrace ecological ideals and reduce fossil fuel dependency. They found attractive local solutions to sourcing of food and using local employment opportunities to up skill their residents via transformative learning as a community in transition. Finally, the catalytic impact of external partnering has also been documented. How well the region as a whole has achieved its ecologically sustainable objectives is measured in terms of the delivered success of private and public partnering with the community, the creation of a community centre cum environment education centre, the restoration of local heritage buildings, the repair of riparian forests and improved water conditions in local river systems, better roads and road safety, local skills and knowledge transfer, support of local food and local/regional growers markets to attract tourists via the integrated trails network. In aggregate, each and every element contributes to a measure of eco-positive development for the built environment, its social organisation and its economy that has guided the local community to find its own pathway to sustainability. Within the Tweed-Caldera bioregion in northern New South Wales, there has been a lack of strategic planning, ecologically sustainable knowledge and facilities in isolated communities that could support the development of a local sustained green economy, provide a hub for socio-cultural activities and ecology based education. The first challenge in this research was to model a whole systems approach to eco-positive development in Chillingham, NSW, a small community where Nature and humanity know no specific boundary. The net result was the creation of a community environment education centre featuring best-affordable ecological practice and regionally distinctive, educational building form from a disused heritage building (cow bale). This development, implemented over a decade, resonated with the later regional wide programs that were linked in the Caldera region by the common purpose of extending the reach of local and state government assistance to regional NSW in economic transition coupled with sustainability. The lessons learned from these linked projects reveal that subsequent programs have been significantly easier to initiate, manage, develop and deliver results. In particular, pursuing collaborative networks with all levels of government and external private partners has been economically effective. Each community’s uniqueness has been celebrated and through drawing out these distinctions, has highlighted local vision, strategic planning, sense of belonging and connection of people with place. This step has significantly reduced the level of friction between communities that comes from natural competition for the finite pool of funds. Following the pilot Tweed-Caldera study, several other NSW regional communities are now undertaking a Community Economic Transition Program based on the processes, trials and positive experiences witnessed in the Tweed-Caldera region where it has been demonstrated that regional community transition programs can provide an opportunity to plan and implement effective long term strategies for sustainability, empowering communities to participate in eco-governance. This thesis includes the design and development of a framework for community created environment education centres to provide an equal access place for community to participate to meet their essential needs locally. An environment centre that facilitates community transition based on easily accessible environmental education, skills and infrastructure is necessary to develop local cultures of sustainability. This research draws upon the literatures of ecologically sustainable development, environmental education and community development in the context of regional community transition towards ‘strong sustainability’. The research approach adapted is best described as a four stage collaborative action research cycle where the participant researcher (me) has a significant involvement in the process to foster local cultures of sustainability by empowering its citizens to act locally and in doing so, become more self reliant and socially resilient. This research also draws upon the many fine working exemplars, such as the resilience of the Cuban people, the transition town initiative in Totnes, U.K. and the models of Australian Community Gardens, such as CERES (Melbourne) and Northey Street (Brisbane). The objectives of this study are to research and evaluate exemplars of ecologically sustainable environment education centres, to facilitate the design and development of an environment education centre created by a small regional community as an ecologically sustainable learning environment; to facilitate a framework for community transition based on environmental education, skills and infrastructure necessary to develop local cultures of sustainability. The research was undertaken as action research in the Tweed Caldera in Northern NSW. This involved the author as participant researcher, designer and volunteer in two interconnected initiatives: the Chillingham Community Centre development and the Caldera Economic Transition Program (CETP). Both initiatives involved a series of design-led participatory community workshops that were externally facilitated with the support of government agency partnerships, steering committees and local volunteers. Together the Caldera research programs involved communities participating in developing their own strategic planning process and outcomes. The Chillingham Community Centre was developed as a sustainable community centre/hub using a participatory design process. The Caldera Economic Transition Program (CETP) prioritised Caldera region projects: the Caldera farmer’s market; community gardens and community kitchens; community renewable energy systems and an integrated trails network. The significant findings were: the CETP projects were capable of moving towards an eco-positive design benchmark through transformative learning. Community transition to sustainability programs need to be underpinned by sustainability and environmental education based frameworks and practical on ground experience in local needs based projects through transformative learning. The actioned projects were successfully undertaken through community participation and teamwork. Ecological footprint surveys were undertaken to guide and assess the ongoing community transition process, however the paucity of responses needs to be revisited. The concept of ecologically sustainable development has been adopted internationally, however existing design and planning strategies do not assure future generations continued access to healthy natural life support systems. Sustainable design research has usually been urban focussed, with little attention paid to regional communities. This study seeks to redress this paucity through the design of ecologically sustainable (deep green) learning environments for small regional communities. Through a design-led process of environmental education, this study investigates how regional communities can be facilitated to model the principles of eco-positive development to support transition to local cultures of sustainability. This research shows how community transition processes and projects can incorporate sustainable community development as transformative learning through design. Regional community transition programs can provide an opportunity to plan long term strategies for sustainability, empowering people to participate in eco-governance. A framework is developed for a community created environment education centre to provide an equal access place for the local community to participate in implementing ways to meet their essential needs locally. A community environment education centre that facilitates community transition based on holistic environmental education, skills and infrastructure is necessary to develop local cultures of sustainability.

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Isoldi, Rosilaine André. "Tradição, inovação e sustentabilidade : desafios e perspectivas do projeto sustentável em arquitetura e construção." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/108465.

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Partindo do pressuposto de que o ato de projetar deve se ajustar às transformações sociais e conceituais contemporâneas e aos novos requisitos advindos da busca pelo desenvolvimento sustentável, este trabalho realizou estudo sobre as características e princípios do projeto sustentável em arquitetura e construção. Estabeleceu como hipótese que a combinação da tradição e da inovação (voltada para tecnologia limpa) pode contribuir para que os projetos tenham como finalidade a sustentabilidade. O estudo, de abordagem qualitativa e multidisciplinar, apresentou um panorama sobre a sustentabilidade nos campos de conhecimento da arquitetura e da construção, com dados coletados através de pesquisa bibliográfica, com a utilização de pressupostos da pesquisa antropológica e dos estudos de caso. A tese revelou que a arquitetura e construção sustentável contempla várias dimensões e que o processo para sua concretização é diferenciado, incorporando novas variáveis e apresentando vários desafios e perspectivas. Tanto a tradição (antigos saberes) como a inovação (novos saberes) podem fornecer lições e referenciais que rompam com as práticas usuais em arquitetura e construção e possibilitar a eleição de alternativas mais sustentáveis para os edifícios e assentamentos humanos, uma vez que propiciam uma melhor adequação ao meio natural e cultural, às necessidades e potencialidades locais e às necessidades e exigência dos usuários. Os achados da tese se propõem a integrar o conhecimento acumulado sobre o tema, na expectativa de que as conclusões alcançadas, mesmo se constituindo em um olhar sobre a realidade específica, possam ser úteis para a teoria e a prática de projetos sustentáveis em arquitetura e construção, contribuindo, assim, para a criação de habitats mais humanos.
Considering the assumption that the design act should respond to social and conceptual contemporary changes and the new requirements of achieving sustainability, this work studied characteristics and principles of sustainable design in architecture and construction. The hypothesis established by this study was that the combination between tradition and innovation (looking for an alternative technology) can contribute for sustainable design. This was a qualitative and multidisciplinary study and presented a panorama on sustainability in architecture and construction knowledge fields, with updated from the literature added with contributions from the anthropologic sciences and including a case study. The thesis showed that sustainable architecture and construction requires the consideration of many dimensions and the process for their materialization is differentiated, incorporating new variables and presenting many challenges and perspectives. Both, tradition (old knowledge) and innovation (new knowledge) can contribute with lessons and references that break up with the usual practices in architecture and construction and make possible the election of more sustainable alternatives for buildings and human environments, since they are more suited to value social and cultural aspects and the environment, to better exploit local potentialities and supply user’s needs. The thesis findings intend to integrate the accumulated knowledge on the theme, in the expectation that the conclusions, even if restricted to a specific point of view, can be a useful addition to the theory and the practice of sustainable architecture and construction, thus contributing for the creation of more human habitats.

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May, Friederike. "A Hitchhiker’s Guide to Climate Change Leadership : An Educational Design Research exploration of a sustainability course at Uppsala University." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254995.

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Considering the ever-increasing impacts of climate change, the responsibility to take leadership lies with many actors; one of them being universities. The course in “Climate Change Leadership – Power, Politics and Culture” at CEMUS/Uppsala University explores the issue from a participatory perspective where students play a significant role in exploring what climate change leadership means throughout one semester. By using an educational design research approach this paper contributes to the further development of the course by giving a definition for climate change leadership as a theoretical outcome, and suggesting improvements for the course development as a practical outcome. To do so a theoretical analysis of leadership and change theories has been undertaken, as well as an analysis of data collected by current and former students, and course coordinators that have worked with the course before. The given definition and suggestions for the course will be subject to critical scrutiny in the upcoming spring semester and are subject to change depending on their efficacy in contributing to leadership capabilities in students.

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Winter-Simat, Nikolas Michael. "Becoming integral educators for sustainable futures: A human-decentred design approach to teacher development in an independent secondary school." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/129132/1/Nikolas_Winter-Simat_Thesis.pdf.

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Although the current dominant human systems are misaligned with those of the planet, education is strategically positioned to contribute to the integral ways of being in the world needed for sustainable futures. This research explores how a series of collaborative design workshops within a Human Decentred Pedagogical Framework might engage secondary teachers in a personal and professional transformative learning process at an independent special assistance school in Brisbane Australia. Findings include: changes in participants' perspectives on educational priorities and values, development of key mindsets associated with sustainability, and an expanded capacity for collaborative work on complex problems requiring non-dual thinking.

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Sohrabi, Kharazi Mohammad. "Pedagogical toolkit : How the value of repair can be increased through resilience." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74738.

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In today’s society we buy, use and throw things away which has made waste an environmental problem which affects our planet negatively. To prevent further development of consumerism, sustainable movements must be made where society must climb up the ladder of waste hierarchy and start to integrate in preventing the production of waste. One way to manage and prevent waste is through changed consumer practices that encourage repair. As it seems the discussion about repair is a missing part in the Swedish structure about waste management. It is not a part of what children are being taugt and it is not a part of the ongoing discussion about environmental issues. The purpose with this thesis is to plant a seed of change among children and bring back the mindset where humanity integrate with the planet. The research question for this thesis is: “how can the value of repair be increased through resilience among children who are the future influencers?”. Through my research and methodology I decided to design a prototype of a pedagogical toolkit for kindergarten consisting of storytelling through a book and an interactive product. As a part of the design process, a workshop was performed where the core concept of my toolkit was tried out at a kindergarten. The workshop resulted in good management from the children of the content of the story and the interactive product. A pluralistic discussion about how they could help the main character Julia with the broken chair in relation to waste management occurred. The children were “nudged” through the story in the decisision making towards repair, which was the option they choosed. The prototype of my toolkit might not at this stage have resulted in actual increased knowledge about waste hierarchy and prevention of waste. However, according to my opinionen it has contribuited to an increased discussion about repair at the local place where I had my workshop. Hopefully the toolkit has started a thinking process in those children’s mindset and something new within the pedagogical aspects as regards sustainability and waste management. The value of repair can be increased through a pedagogical toolkit consisting of storytelling and an interactive part. Through my prototype of the toolkit a discussion about repair at local level has started. How this project will be developed will be left to the unknown and future explorations of the matter.

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Donegan, Josh. "Design and Implementation of a Ferrocement Improved Cookstove in Rural Panama." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7138.

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Household air pollution contributes to the premature death of more than 4 million people annually. Improved cookstoves are one technological intervention that can potentially reduce exposure to household air pollution. However, improved cookstove implementation programs need to consider measures to increase sustainability and promote long-term adoption. The objectives of this research were 1) to develop and implement a new ferrocement cookstove for Peña Blanca, a rural indigenous community in the Ngäbe-Bugle region of Panama, 2) to evaluate its potential sustainability in comparison to the most common cooking technologies observed in the community, 3) to prepare a construction manual for the stove to promote future development, and 4) to provide guidelines for applying a holistic approach to improved cookstove projects. A bottom-up, community-driven approach to development focused on integration and capacity building was used to design and implement a ferrocement improved cookstove. A survey was administered to 26 households to understand the familial and environmental health of the community as well as knowledge, opinions, and needs related to cooking practices and improved stoves. Finally, the ferrocement stove developed for this study, along with the three stone fire, the ecojusta stove model, and a gas stove were evaluated both quantitatively and qualitatively using a sustainability assessment framework developed specifically for improved cookstoves. The results of this study suggest that design and implementation of an improved cookstove in the field that incorporates community feedback and provides educational opportunities may produce solutions that are more likely to be sustainable and meet users’ needs. The process allows for design flexibility to reduce smoke and fuel use while incorporating community preferences such as simplicity and ease of use, ability to control heat, stove features and size. Results from conducting household surveys emphasize the importance of a community-based development process that focuses on meeting community-specific challenges and needs. Conditions such as extreme poverty and lack of support structures pose significant challenges and shape community opinions regarding cooking technology and practices. In fact, the community’s desires in this study differ greatly from that found in the established literature. Specifically, 84% of rural Panamanians from this study felt that reducing smoke indoors was important to them. Sustainability evaluations of improved cookstove implementation programs in Panama highlighted common strengths in the needs assessment and implementation project life stages. These programs excelled at involving the community in identifying project needs and participating in the construction of stoves. On the other hand, the post-implementation and follow-up life stages were assessed to be weaker as these programs generally do not perform evaluation and monitoring of stove use and adoption after the implementation stage or continue user education. Additional qualitative analysis from this study suggest that the traditional stove may be the most sustainable and appropriate stove technology at this time for the community if combined with improving education related to family health, the environment, and stove use that results in behavior change. This approach may have the potential to fulfill the goals of improved cookstove programs globally through education and behavior change as an alternative approach to implementing an inappropriate technology. Moreover, an improved stove that is developed in the community that uses local materials and provides educational opportunities that focus on caring for resources and improving stove operator skill is more likely to be sustainable than other options. General guidelines and lessons learned for applying a holistic approach to improved cookstove development in the field include enhancing community understanding through involvement of local leaders, empowering the community in the decision-making process, providing educational opportunities or facilitating the implementation of a technology that is affordable, effective, and that meets users’ diverse needs, or both. As well as evaluating sustainability likelihood by utilizing comprehensive tools such as surveys, stove testing, program assessment frameworks, life cycle assessments, and incorporating results from post-project monitoring and evaluation iteratively until needs are met and exposure to household air pollution and deforestation rates are reduced. The implications of this work are that 1) technology implementation may not be the best solution, similar investments made in education and behavior change may result in equal or greater sustainability early on, 2) the design and implementation of an improved cookstove in the field with high standards for technical design, that reduce emissions, and with flexibility for elements that do not affect performance can result in meeting users’ needs better with higher adoption rates, and 3) a more holistic approach to development using available tools is suspected to result in improved cookstove programs that improve human and environmental health while meeting users’ needs for the long-term.

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McGlohn, Emily, and Emily McGlohn. "A Comparative Study of Climate Based Design of Building Enclosures." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12348.

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This thesis attempts to determine if misconception about vapor retarders and air barrier systems affects building enclosure design and construction. Literature on this subject is continually evolving and often contradictory, supporting confusion. A survey of designers and builders representing four climate zones within the United States was done. Respondents disclosed where they learned about building enclosures and shared how clear or confusing they think the resources are on this subject and also weighed in on a few basic principles about enclosure design. Results show that most building professionals learn about enclosures through experience or a colleague. The internet is the first written resource they use when questions arise. The most significant misconceptions identified are that in some cases vapor retarder placement does not follow accepted building science or code requirements and that a portion of respondents only consider the air barrier system the vertical surfaces of an enclosure.

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Jackson, Nancy A. "A glasshouse to bridge the centuries : nineteenth century "winter garden" to twenty first century "green"." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1314219.

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This creative project develops a conceptual plan for a "green", Ball State University Field Study Environmental Education Center, LandLab and Dormitory. The proposed design is ecologically responsible in construction and operation, relying upon natural qualities and resources of the site, as sources of renewable energy.In addition to enabling formal environmental education, the proposed facility is intended to foster within its students and guests, a love of life and nature, and an environmental ethic. Strategic and environmentally responsible use and placement of facility systems, variously composed of infrastructure, building, winter garden, and landscape components, results not only in interdisciplinary, experiential learning opportunities, and in replications of natural biomes; but, inherently provides healthy living conditions, in an interior environment ideally suited for human occupancy, with lush vegetation, gushing, gurgling, and splashing water, naturalistic scenery, fresh air, abundant sunlight, and warm temperatures.
Department of Landscape Architecture

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Moya, Pereira Sofia. "Designing a framework for mobile learning adoption and sustainable development." Doctoral thesis, Universitat Rovira i Virgili, 2020. http://hdl.handle.net/10803/670904.

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La digitalització del món és imparable, les funcionalitats que ofereix mobile learning proporcionen possibilitats il·limitades per millorar l'aprenentatge, i la literatura existent sobre mobile learning ha evidenciat resultats positius. Tot i això, hi ha una bretxa entre la disponibilitat de tecnologia i l'ús en educació, fins i tot quan succeeix, sovint no optimitza els resultats. Existeixen pocs models per a l'adopció de mobile learning. En aquest context, l'objectiu principal d'aquesta investigació és millorar l'adopció i l'ús sostenible de mobile learning a través de la creació d'un marc teòric. Design-based research (DBR) és la metodologia que guia aquesta investigació. S'ha desenvolupat en quatre cicles de disseny amb la utilització de múltiples metodologies d'investigació per desenvolupar, provar i refinar el marc teòric per a l'adopció de mobile learning. El primer cicle de disseny identifica els problemes i les preguntes de recerca. Durant el segon cicle de disseny s'identifiquen els principis de disseny i en base a aquests principis, es desenvolupa el primer prototip. El tercer cicle de disseny inclou tres iteracions amb l'objectiu de testejar i refinar el disseny inicial. Una primera iteració detalla els factors que afecten l'adopció de mobile learning a Catalunya i es basa en un judici d'experts. Una segona iteració valida i ordena els factors identificats, un qüestionari recull les percepcions de 147 docents. Finalment, una tercera iteració va identificar els principals indicadors per avaluar i ajustar l'adopció de mobile learning, y proposa un quadre de comandament.
La digitalización del mundo es imparable, las funcionalidades que ofrece mobile learning proporcionan posibilidades ilimitadas para mejorar el aprendizaje, y la literatura existente sobre mobile learning ha evidenciado resultados positivos. Sin embargo, existe una brecha entre la disponibilidad de tecnología y su uso en educación, incluso cuando sucede, a menudo no optimiza los resultados. Existen pocos modelos para la adopción de mobile learning. En este contexto, el objetivo principal de esta investigación es mejorar la adopción y el uso sostenible de mobile learning mediante la creación de un marco teórico. Design-based research (DBR) es la metodología que guía esta investigación. Se ha desarrollado en cuatro ciclos de diseño para desarrollar, probar y refinar el marco teórico para la adopción de mobile learning. El primer ciclo de diseño identifica los problemas y las preguntas de investigación. Durante el segundo ciclo de diseño se identifican los principios de diseño y en base a estos principios, se desarrolla el primer prototipo. El tercer ciclo de diseño incluye tres iteraciones con el objetivo de testear y refinar el diseño inicial. Una primera iteración detalla los factores que afectan la adopción de mobile learning en Cataluña y se basa en un juicio de expertos. Una segunda iteración valida y ordena los factores identificados, un cuestionario recoge las percepciones de 147 docentes. Finalmente, una tercera iteración identifica los principales indicadores para evaluar y ajustar la adopción de mobile learning, y propone un cuadro de mando.
The digitization of the world is unstoppable, the functionalities offered by mobile learning provide unlimited possibilities to improve learning, and the existing literature on mobile learning has proven positive results. However, there is a gap between the availability of technology and its use in education, even when it happens, it often does not optimize the results. There are few models for the adoption of mobile learning. In this context, the main objective of this research is to improve the adoption and sustainable use of mobile learning by developing a framework. Design-based research (DBR) is the methodology that guides this research. It has been developed in four design cycles to develop, test, and refine the theoretical framework for the adoption of mobile learning. The first design cycle identifies problems and research questions. During the second design cycle, the design principles are identified and based on these principles, the first prototype is developed. The third design cycle includes three iterations with the aim of testing and refining the initial design. A first iteration details the factors that affect the adoption of mobile learning in Catalonia and is based on an expert judgment. A second iteration validates and orders the identified factors, a questionnaire collects the perceptions of 147 teachers. Finally, a third iteration identifies the main indicators to evaluate and adjust the adoption of mobile learning and proposes a scorecard. Based on the three design cycles, the fourth cycle proposes design principles and presents a refined version of the first prototype of the framework.

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Le, Roux Leonie. "The development of an instructional design model as a strategic enabler for sustainable competitive advantage." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1483.

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PhD
Thesis (PhD (Business Management))--Stellenbosch University, 2008.
Organisations increasingly operate in an environment of continuous change and turbulence which places new demands on the choice of business and supportive strategies relevant not only to the sustainable competitive advantage (SCA) of the particular organisation, but also countries and the global nature in which they operate. A business-level strategy is to a large extent vested in intangible resources, specifically human resources strategy and capital, including the capabilities embodied in a productive and skilled workforce. In Africa, and South Africa in particular, there is a shortage of a workforce of such a nature. This is amongst others the result of past inequalities but also of shortcomings in current training practices in both the private and public sectors. One way to improve workforce output is though appropriate training aimed at increasing job-specific knowledge and the concomitant skills and productive behaviour. Changes and turbulence in the environment, therefore also create different challenges to training strategies and practices, with a shift from all-at-once to ongoing training with verifiable learning. In this regard instructional design (ID) models are deemed intrinsic to training strategy. In this dissertation an ID model within a particular contextualised situation is offered that broadens, deepens and extends existing ID models by positioning it within business-level strategy and by utilising a multidisciplinary approach pertinent to the new demands on training. To serve as a test-bed for the ID model it is implemented in a case organisation. The aim of the research is to evaluate the impact, based upon action standards, of the ID model on job-specific knowledge and productive behaviour and to provide an explanation of the internal construct relationships of the ID model. The purpose of the research is exploratory and interpretive, culminating in the single-case study tactic, wherein both quantitative and qualitative methods are applied. The case organisation is considered to be representative of a certain type of organisation with comparable characteristics. Where the existing literature supports the results (as in this instance), inductive generalisation facilitates the transferability and exportability of the ID model to other organisations. Results reveal a positive reaction to the ID model and a measurable increase in job-specific knowledge and concomitant productive behaviour. It is considered to be preferable over more traditional training practices. The relationships between the internal constructs of the ID model and improved job-specific knowledge and productive behaviour are seen to be facilitated by the combination and interplay of the components of the ID model. The contribution of this research is in providing and evaluating an ID model aimed at addressing the previous shortcomings in training and ID models and the application thereof in practice. Thus, the significance of the study lies in its extension of existing literature on ID models and specifically their contribution to sustainable competitive advantage, i.e. an academic theoretical contribution that extends the current body of knowledge. Particularly in its South African and African context, given the background of shortages in skills and productive behaviour and the need for fast-tracking the development of a competent workforce, the study is significant in that it provides guidelines for the practical development and implementation of a new ID model. The study makes recommendations to enhance both the formulation of the theoretical ID model as well as its practical implementation. It furthermore recommends extended research to explore the possibility of exporting the ID model to a broader range of private sector organisations as well as its possible transferability to public sector organisations.

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Lin, Mu-En. "UP : Grow up with your furniture." Thesis, Konstfack, Industridesign, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7835.

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In Taiwan, even though we have sets of desks and chairs in different sizes for school children, due to the inconsistency of purchases and the number of students in the year, many students did not have the opportunity to use desks and chairs that fit their height. In such an environment, students have incorrect postures, cannot concentrate in class, and begin to neglect or even destroy the tables and chairs they use. In this project, I designed the furniture to be adjustable in height. It solves the inconvenience of school procurement and provides students with a more comfortable learning environment. Besides, I also introduced the concept of "Wood education" to cultivate students' understanding of Taiwan's native natural resources and develop the feeling of cherishing the furniture that students use from assembling their wooden furniture.

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Deprez, Stefan Gert Marie. "Towards monitoring that makes sense : action research design of a planning, learning and accountability system for a sustainable agriculture programme in Eastern Indonesia." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003686.

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This study is an account of an action research process to develop a planning, learning and accountability (PLA) system for the sustainable agriculture chain development programme of VECO (Vredeseilanden Country Office) Indonesia. Many monitoring and evaluation (M&E) processes in development programmes are largely carried out to provide information for funding agencies, to meet external accountability requirements and for symbolic protection. This study generates insights into an integrated, learning-oriented monitoring practice which fosters reflective practice, provides feedback to programme stakeholders about performance, progress and results achieved, facilitates improved accountability, and generates information and knowledge useful for the programme stakeholders to take decisions for improved action. It is argued that M&E systems have the potential, if developed well, to serve as a framework or ‘carrier’ for organisational and institutional learning – an essential requirement to respond to the complex nature of development processes. Outcome mapping is presented as a possible approach to be used as the basis for such a M&E system. This study was underpinned by a socially critical orientation to development (programmes) and by an action research method to guide the PLA system design process. The design process was organized around seven steps - which in themselves were a result of the action research process – including specific steps to ensure a learning-oriented M&E system. Based on the agreed purposes and intended uses of the monitoring and learning process, the resulting PLA system is focused around the organizational spaces and rhythms of VECO Indonesia which are central to sharing, debate, learning and decision-making. In this way, the PLA system becomes integral to the thinking and doing of the organization. It is built on the premise that monitoring does not end with gathering data; it also needs to include a process of understanding and deciding how data can best be used and analysed to strengthen concerted action and facilitate decision-making. It highlights the importance of sense-making – interpreting information to make it usable for action. Furthermore, it incorporates an approach to assess and consciously plan for the creation of the necessary organisational conditions to implement and maintain a learning-oriented M&E system. The study is completed by critical reflection on the relevance of VECO’s new PLA system for planning, learning and accountability, combined with the use of a future scenario technique to generate recommendations and identify critical future directions. Further exploration of ‘intelligent’ information-seeking methods and processes is called for; and a practice which moves beyond intra-organisational monitoring – focusing on VECO’s own monitoring needs – towards a monitoring process that facilitates change based on the viewpoints of, and in collaboration with local actors, i.e., institutional monitoring and learning, is recommended. VECO is encouraged to continue developing a mindset and practice whereby the programme team and partners have the ability to leave the safe zone of pre-determined outcomes and actions, and to make sense of the world as they engage in action.

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Baier, André [Verfasser], Henning [Akademischer Betreuer] Meyer, Henning [Gutachter] Meyer, and Matthias [Gutachter] Neef. "Education for sustainable development within the engineering sciences - design of learning outcomes and a subsequent course evaluation / André Baier ; Gutachter: Henning Meyer, Matthias Neef ; Betreuer: Henning Meyer." Berlin : Technische Universität Berlin, 2019. http://d-nb.info/1195039565/34.

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HATCH, DANIEL AUGUSTIN. "EDUCATIONAL ARCHITECTURE: CATALYZING ENVIRONMENTAL STEWARDSHIP THROUGH A PARTICIPATORY RELATIONSHIP WITH ECOLOGICALLY RESPONSIBLE DESIGN." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148319485.

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Haynes, Donna Elizabeth Liu Tsai Lu. "Sustainable design for primary grade students in Latin America to leapfrog into the twenty-first century for economic development." Auburn, Ala., 2007. http://hdl.handle.net/10415/1374.

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Quinlan, Joshua Mortimer. "Reduce, Reuse, Recycle – Research: Sustainable Scene Design for a Production of Henrik Ibsen’s An Enemy Of The People." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461084681.

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Watson, Mary K. "Assessment and improvement of sustainability education in civil and environmental engineering." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/48981.

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Sustainable development through sustainable engineering is a promising strategy for combating unsustainable patterns of population growth, resource consumption, and environmental degradation. For sustainable engineering to alleviate global problems, however, improvements in undergraduate education are required to equip students with the knowledge and skills needed to engage in sustainable design. Consequently, the goal of this dissertation is to assess and improve sustainability education in civil and environmental engineering (CEE) at the Georgia Institute of Technology (Georgia Tech). Three phases of inquiry were conducted to (1) examine the current status of CEE sustainability education, (2) use assessment results to develop a pedagogically-innovative sustainability module, and (3) investigate the impacts of implementing the module into select CEE courses on student learning. Several key findings resulted from this work. First, the Sustainability Tool for Assessing Universities’ Curricula Holistically (STAUNCH®) suggested that integration of sustainability into the curriculum was incomplete and favored environmental sustainability. Second, CEE seniors’ conceptual understanding of sustainability, based on concept map results, was found to be generally correct, although limited in comprehensiveness, connectedness, and balance. Third, examination of capstone project reports (2002 and 2011) using the novel Sustainable Design Rubric revealed little change in the students’ sustainable design abilities over the past decade, due potentially in part to students simply “meeting the expectations” of project sponsors. Based on these insights, a five-part, learning-cycle-based sustainability module was developed and implemented in CEE capstone and cornerstone design courses. Higher learning gains for cornerstone students, as compared to seniors, supports future integration of the module into cornerstone design courses. While project results are especially important for CEE at Georgia Tech, other programs and institutions may benefit from the development and improvement of sustainability knowledge assessment tools, as well as the empirically-informed and theoretically-grounded sustainability module.

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Coskun, Aykut. "Post- Use Design Thinking For Product Design Process And Sustainability A Study On An Educational Project In Glass Packaging." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612411/index.pdf.

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The rapid disposal of products has detrimental effects on environment which is increasing resource consumption for the production of new products, along with the waste production. Therefore, designing long lasting products has great importance for achieving sustainable consumption and production. The present study analyzes the implications of an approach called post-use design thinking for achieving sustainable consumption and production through product longevity. To explore that approach, two educational industrial design projects are analyzed throughout the study. The results suggest that post-use design thinking should be considered at the early stages of the design process. The idea generation exercises developed specifically for this design thinking seem to be helpful in generating design solutions for post-use phase. The results also indicate that the post-use design thinking is feasible in terms of design and production for glass packaging products, which is the specific case analyzed throughout the research.

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Kajo, Marika. "Hur gestaltar lärare hållbar utvekling? : En fenomenografisk analys av lärares gestaltning inom kursen Teknik1 på gymnasiet." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35062.

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Skolverkets styrdokument definierar vad som ska undervisas i skolan. Eftersom ett styrdokument består av ord och undervisningen ska omsättas i konkret praktik, finns utrymme för lärares olika gestaltning i den praktiska undervisningen ute i klassrummen. I detta arbete har 8 lärare på gymnasiets Teknikprogram intervjuats kring deras gestaltning av kursen Teknik1 och med specifikt fokus på gestaltning av begreppet Hållbar utveckling som är inskrivet genomgående i styrdokumenten. Hållbar utveckling kan tolkas på flera nivåer inom skolan. Som kunskap och förmågor inom kursen specifikt, men även som övergripande för undervisning för hållbar utveckling generellt. De teoretiska referenserna för arbetet är därför dels för undervisning inom hållbar utveckling, dels hållbar undervisning i allmänhet och dels teknikundervisning i synnerhet. Analys av intervjusvaren visar på relativt stora variationer hos lärarna i vald gestaltning av kursen Teknik1 respektive förståelse av begreppet Hållbar utveckling. Kategorisering av insamlad data visar på skillnader i hur ”det nya” eller ”det gamla” är en utgångspunkt för vald teknikdidaktik. Förståelsen av begreppet hållbar utveckling är hos sju av åtta lärare utifrån miljöperspektivet och endast en av de åtta lärarna beskriver hållbar utveckling utifrån helhetssynen som definierar begreppet med även sociala och ekonomiska perspektiv inkluderade. En avslutande diskussion utifrån resultatet, ger perspektiv på resultatet i dialog med pågående forskning kring undervisning inom hållbar utveckling i allmänhet och teknikdidaktik i synnerhet. Avslutningsvis ges implikationer för praktiken, som kan ge hållbar utveckling en roll att medverka till helhetssyn och kreativitet i gestaltning av teknikundervisningen. Istället för att sprida lärares gestaltning, bli en gemensam plattform att mötas kring för ämnesöverskridande undervisning.

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Pakravanmobarakeh, Mohammad Hossein. "Economic Input-Output Analysis for Battery Recycling Programs at the Higher Education Institutions and Regional Sustainability Planning." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1397736905.

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Perpignan, Catherine. "Définition d’un cadre de compétences pour intégrer l’ingénierie durable dans les formations technologiques : application à l’écoconception." Thesis, Compiègne, 2021. http://www.theses.fr/2021COMP2653.

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La nouvelle génération d'ingénieurs doit être formée pour apprécier les impacts économiques, environnementaux et sociétaux de ses décisions, dans une perspective internationale et à l'échelle locale et mondiale. Accompagner la transition vers une ingénierie durable, former et être formé à cette ingénierie sont ainsi devenus depuis quelques années des enjeux majeurs pour la société, les industriels, les institutions de formation de tous niveaux, les enseignants et les étudiants. Dans un système à la fois mondial et local, collectif et individuel, concevoir, produire, vendre, utiliser et recycler des produits de plus en plus complexes sont autant de problèmes eux aussi complexes à résoudre pour les ingénieurs. Ils se doivent d’adopter une approche intégrative et systémique pour être prêts à relever de tels défis, qui dépassent les limites d'une seule discipline ou culture. Il est donc nécessaire de questionner la capacité du système éducatif actuel, et en particulier l’organisation et le contenu des formations supérieures en ingénierie, qu’elles soient initiales ou tout au long de la vie, à apporter une réponse adaptée à ces enjeux. Notre travail a consisté dans un premier temps à faire un état des lieux de l’intégration du développement durable dans les formations françaises pour identifier les forces et les faiblesses des programmes actuels. Partant de ce constat et en étudiant la littérature scientifique nous avons identifié les compétences et connaissances en ingénierie durable nécessaires à développer chez les étudiants et fait des propositions pour participer de l’évolution du système actuel. Nous les avons organisées dans un bloc de compétences en ingénierie durable et avons proposé un cadre de référence structurant – le modèle ROSET, pour aider les établissements, les équipes pédagogiques et les enseignants à concevoir leur offre de formation. Une démarche de mise en œuvre du modèle vient compléter et opérationnaliser le modèle. La dernière partie de ces travaux présente des exemples d’activités pédagogiques pour aider les enseignants à s'engager dans une nouvelle proposition éducative en s’appuyant sur ce cadre de compétences
The new generation of engineers must be trained to measure the economic, environmental and societal impacts of their decisions, from an international perspective and on a local and global scale. Supporting the transition to sustainable engineering, training and being trained in this engineering field have therefore become major challenges for society, industry, training institutions at all levels, teachers and students from recent years. In a system that is both global and local, collective and individual, designing, producing, selling, using and recycling increasingly complex products are also complex problems for engineers to solve. They must adopt an integrative and systemic approach to be prepared to meet such challenges, which transcend the boundaries of any single discipline or culture. It is therefore necessary to question the capacity of the current education system, and in particular the organization and content of higher education courses in engineering, whether initial or lifelong, to provide an appropriate response to these challenges. Our work consisted initially in making an inventory of the integration of sustainable development in French training to identify the strengths and weaknesses of current programs. Based on this observation and by studying the scientific literature, we have identified skills and knowledge in sustainable engineering necessary to develop and have made proposals to participate in the evolution of the current system. We have organized them into a sustainable engineering competencies block and have proposed a structuring reference framework - the ROSET model. This model should help institutions, teaching teams and teachers to design their own training path. A model of the implementation process completes and operationalizes it. The last part of this work presents some examples of educational activities to help teachers who want to engage in a new educational proposition based on this framework of competences

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Haile, Yohannes. "Sustainable Value And Eco-Communal Management: Systemic Measures For The Outcome Of Renewable Energy Businesses In Developing, Emerging, And Developed Economies." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459369970.

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Victoria-Uribe, Ricardo. "Translating sustainable design : exploring sustainable design integration in Mexican SMEs." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/12681.

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Small and Medium Enterprises (SMEs) are widely recognized as an important part of the economy, particularly important in countries like Mexico, where SMEs make up almost 90% of the industry. However these SMEs do not consider their impact on the environment and surrounding communities to be a priority, and lack the proper information with regards to how to reduce it. The research presented in this thesis sets out to explore the implementation of Sustainable Design in Mexican SMEs, through the use of a guidebook in the form of a web based tool. This tool, tailored to the specific needs of the Mexican SMEs' aims to deliver·· clear and concise information, raise awareness and improve their environmental and social performance. Through a series of studies it was possible to identify that the socio-cultural and political context of the Mexican SMEs have an impact on the implementation of Sustainable Design. As well, these studies analyze if the proposed prototype tool is capable of working without external support. The findings from the studies were used to develop a theoretical framework for the future development of Sustainable Design information tools aimed at Mexican SMEs.

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Batalha, Maria José Cadarso. "Sustainable communication design." Doctoral thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2014. http://hdl.handle.net/10400.5/12620.

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Danatzko, Joseph M. "Sustainable Structural Design." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275406390.

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Johansson, Josefine, and Wohlfart Lisa Zöllner. "Sustainable bathroom design." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-216381.

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Skanska is one of the leading construction companies in Sweden when it comes to sustainable construction. Buildings are responsible for 40 % of both the global energy consumption and the global resources. With the current demand on housing, the building pace needs to increase whilst improving on sustainability. The level of industrialisation in the construction sector is still low compared to other sectors. Prefabricated components such as walls or slabs are common and during the last decade, prefabricated bathroom modules (henceforth referred as pods) have been introduced and are now used quite frequently in commercial buildings. A pod is a completely factory manufactured bathroom that is just lifted in place. The aim of this master thesis is to evaluate pods from a sustainable perspective and compare them to a traditional site built bathroom. Data is collected through field studies, interviews, a survey, reference projects and research.The analysis consists of seven key factors, Design, Human Resources, Waste, Time, Transport, Economy and Energy. The analysis resulted in improving four of the seven key factors when using pods; Human resources, waste, time and economy. The main benefit was reduced production time and thereby large cost savings, that for the reference project was 6,6 % of the total project cost. Usually, life cycle costs are not included in the initial costings, which gives a misleading price. Pods are a suitable concept for projects with at least 25-30 bathrooms, where the end user does not affect the design and where there is at least 20 bathrooms for each model.
Skanska är ett av de ledande byggföretagen inom hållbarhet i Sverige. Byggnader står för 40 % av både den globala energianvändningen och de globala resurserna. På grund av dagens rådande bostadsbrist behöver byggtakten öka och samtidigt bli hållbarare. Industrialiseringen inom byggsektorn är jämfört med andra branscher låg, men prefabricerade komponenter såsom väggar och bjälklag används i stor utsträckning. Under det senaste decenniet har även prefabricerade badrumsmoduler blivit allt vanligare i kommersiella projekt. En modul är ett komplett badrum, tillverkat i fabrik, som enbart lyfts på plats och kopplas in. Syftet med arbetet är att utvärdera modulkonceptet ur ett hållbarhetsperspektiv och att jämföra det med ett traditionellt platsbyggt badrum. Data har samlats in genom studiebesök, intervjuer, enkät, referensprojekt och bakgrundsstudier. Analysen baseras på sju nyckeltal, design, personalresurser, spill och förluster, tid, transport, ekonomi samt energi. Användning av moduler resulterar i en förbättring i fyra av sju nyckeltal, personalresurser, spill och förluster, tid och ekonomi. Största fördelen är den förkortade produktionstiden, vilket i sin tur leder till minskade kostnader. För referensprojektet blev kostnadsbesparingarna 6,6 % av den totala projektkostnaden. Vanligtvis är livscykelkostnader i dagsläget inte inräknade i de initiala kalkylerna, vilket ger en missvisande projektkostnad. Moduler är lämpade för projekt med minst 25-30 badrum, där slutanvändaren inte påverkar design och där det är minst 20 badrum per modell.

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Taboada, Rojas Estefany Lisseth. "Nueva tipología del Centro Educativo Nacional, la pedagogía Montessori como filosofía de proyecto en V.M.T." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656014.

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El presente proyecto tiene como finalidad proponer un nuevo diseño para la tipología de centro educativo nacional para los niveles de inicial, primaria y secundaria, el cual tiene como herramienta de diseño los lineamientos de la filosofía Montessori. El proyecto se encuentra en una zona de grandes desniveles y en el microclima de lomas, dónde en la época de invierno el porcentaje de humedad se incrementa a niveles alarmantes. Es así que se toman dos estrategias la primera es a nivel urbano, se logra integrar el Asentamiento Humano de ciudad de Gosen con el resto de la ciudad, ya que actualmente se encuentra segregado por los diferentes terrenos perimetrales de esta zona, estos terrenos tienen muros ciegos que actúan como islas urbanas. Se propone un gran parque, como estrategia de integración vecinal que contiene diversos ambientes con diferentes actividades como el área de huertos urbanos, canchas deportivas, alamedas y calles de aprendizaje dónde se logra ejercer ciudadanía. Sumado a ello los diversos ambientes que puede compartir el colegio con la comunidad como la Biblioteca, el pabellón deportivo, el área de talleres, el comedor y SUM. También. Por otro lado, a nivel arquitectónico la tipología Montessori en conjunto con la organización y el diseño adecuado del mobiliario logran el aprendizaje integral del niño. Es así que los pabellones de inicial primaria y secundaria están compuestos por diversos paisajes educativos las cuales producen emociones y experiencias sensoriales que potencian el aprendizaje del niño.
The purpose of this project is to propose a new design for the typology of a national educational center for the initial, primary and secondary levels, which has as a design tool the guidelines of the Montessori philosophy. The project is located in an area of great unevenness and in the microclimate of hills, where in the winter season the humidity percentage increases to alarming levels. It is so that two strategies are taken the first one is at an urban level; it is possible to integrate the Human Settlement of the city of Gosen with the rest of the city, since it is currently segregated by the different perimeter grounds of this area, and these lands have walls blind people who act as urban islands. A large park is proposed as a neighborhood integration strategy that contains different environments with different activities such as the area of urban gardens, sports fields, malls and learning streets where citizenship can be achieved. Added to this are the different environments that the school can share with the community such as the Library, the sports pavilion, the workshop area, the dining room and SUM. As well. On the other hand, at the architectural level the Montessori typology in conjunction with the organization and the appropriate design of the furniture achieve the integral learning of the child. Thus, the primary and secondary initial pavilions are composed of various educational landscapes, which produce emotions, and sensory experiences that enhance the child's learning.
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Bishop, J. D. K. "Sustainable electricity systems design." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596670.

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This thesis aims to prove the concept that the design of a sustainable electricity system requires generator deployment within the transmission grid to be co-optimized and integrated with a national electricity policy, which adheres to the constraints of global sustainability. To combat the main human activities which jeopardize total species well-being and global sustainability at large, human appropriated net primary productivity must be reduced by a factor 4,45 and carbon emissions by a factor 1,15 through to 2030. Incorporating these constraints into a high-level electricity policy model, the results for the 27-member European Union and United States suggest that the fuel mixes in each area will show improvement in the flagship of: share of energy from renewable; emissions of greenhouse gases; and security of supply. However, to ensure best-case mix diversity, consumption must be reduced by up to 2,26% and 1,01% below current levels of the European Union and United States, respectively. Integrating the fuel mix policy with generator deployment is accomplished by co-optimizing the former with an optimized power flow, utilizing a matrix balancing algorithm to specify the space and location constraints for the generator types. A case study using mainland Portugal yields transmission loss reductions of 0,43% with 11,88% of total installed capacity deployed as distributed generation using photovoltaic. Innovative distributed wind and photovoltaic schemes in Barbados demonstrate the inclusion of sustainability principles, including attention to issues of waste, energy independence, repeatability throughout the Caribbean and social acceptance. The overall result is a unique, full-chain design tool for sustainable electricity systems.

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Xu, Nan. "Sustainable Waste Treatment : Facilitating sustainable disposal of used garments." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104784.

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Nowadays, with concerns about environmental and health issues, the awareness of more environmentally friendly and sustainable waste disposal is growing. However, due to the widespread disposal of waste items in the fashion field, such as landfills and incineration, the problems caused by these disposal methods cannot meet people’s sustainable needs for waste treatment. Therefore, the project is based on consumers, focusing on the sustainable treatment of used garments, and provides some possibilities for solving problems related to other types of used products. In order to achieve this goal, this project starts from the literature review of garments disposal behavior, and through the understanding of the theories such as life cycle assessment and waste hierarchy, as well as the collection and analysis of user survey data, completed the design of the project solution. By reference to the theoretical framework and application of the methodological framework, the project finally proposed a solution composed of three consumer-oriented design ideas, mainly in the form of social design to facilitate people’s recycling, reuse and other sustainable disposals of used garments.

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Мельник, Леонід Григорович, Леонид Григорьевич Мельник, and Leonid Hryhorovych Melnyk. "Education for sustainable development." Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/7976.

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Knowledge - outlook - skills. This triad is the basis of any educational cycle, and determines a key framework of forms and methods of education. Each component of the triad contributes to the reproduction of two others. Finally, the triad mentioned is to realize three conditions of a human being: to know, want, and be able to do something. To know means to want, to want means to be able. Any skill reproduces needs for a new knowledge, and the cycle repeats on a new qualitative basis. When it deals with sustainable development (SD) the problem is that this cycle for each human of the Earth would be reproduced constantly. When a human being is getting older, this cycle should be realized automatically (in particular, due to human self-training processes). When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/7976

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Phillips, Christine Ann. "Sustainable place : a place of sustainable development." Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286932.

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

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