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Journal articles on the topic 'Education for sustainable design'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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

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

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3

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

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

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

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

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7

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

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

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AbstractThe emerging field of biomimicry and learning to design with and for nature has expanded in recent years through a diversity of educational programs. Inspiration following natural forms may give the appearance of being sustainable, but the question remains, how sustainable is it? Misunderstanding the function of these forms may leave designers with products not as sustainable as desired. Biomimicry education addresses these issues by integrating three essential elements into their design thinking phases and by using analogical transfer while doing so. This field learns from nature as model, nature as measure, and nature as mentor, throughout the design process. Through examination, analyses and verification of students designs and reflective processes at The Hague University of Applied Sciences, this research considers natures analogies in educational factors, determining which elements are influential when incorporating biomimicry into design education.

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Alansari, Ahmad, Robin Wagner, and Mohamed Cherif Amor. "Toward Sustainable Interior Design Education in Kuwait." International Journal of Design Education 9, no. 4 (2015): 7–18. http://dx.doi.org/10.18848/2325-128x/cgp/v09i04/38484.

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

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Mahmoud El-Zeney, Rasha. "Towards Sustainable Interior Design Education In Egypt." Asian Journal of Environment-Behaviour Studies 2, no. 5 (October 26, 2017): 109–19. http://dx.doi.org/10.21834/aje-bs.v2i5.227.

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The need to introduce issues of sustainability into the interior design curriculum has become critically important. So the purpose of this study was to investigate the current status of teaching sustainability in curricula of interior design programs in Egypt universities; assess the level of awareness and training background on sustainability and determine the obstacles to incorporating sustainability into the programs. Interior design lecturers, professors were invited to participate in a survey on their university’s interior architecture curricula. The study shows that all interior design programs currently do not teach sustainability within their curricula, and there are some obstacles in teaching sustainability. Keywords: Sustainability; Interior design; Egypt, Education eISSN 2514-751X © 2017 The Authors. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.

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Ayer, Steven K., John I. Messner, and Chimay J. Anumba. "Augmented Reality Gaming in Sustainable Design Education." Journal of Architectural Engineering 22, no. 1 (March 2016): 04015012. http://dx.doi.org/10.1061/(asce)ae.1943-5568.0000195.

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Geitz, Gerry, Jan de Geus, and Luís Tinoca. "Design-based education, sustainable teaching, and learning." Cogent Education 6, no. 1 (January 1, 2019): 1647919. http://dx.doi.org/10.1080/2331186x.2019.1647919.

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14

Kim, Jieun, and Jee Hyun Lee. "Development of Sustainable Fashion Design Education Program." Archives of Design Research 35, no. 4 (November 30, 2022): 149–73. http://dx.doi.org/10.15187/adr.2022.11.35.4.149.

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15

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

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The UN General Assembly realized in 1983 that there was a heavy deterioration of the human environment and natural resources, and established the World Commission on Environment and Development (WCED). WCED's mission was to unite countries to pursue sustainable development together. This commission prepared a report called as â€œOur Common Futureâ€ in October 1987. The focus in the report was that the perspectives of society and nature are equal to that of economy.Countriesâ€™ economic and social development being sustainable, preventing global climate changes and natural disasters are directly proportionate to education strategiesâ€™ involving sustainability. Sustainability education is a model that aims to support the learners to become responsible citizens who struggle for a more sustainable world with their knowledge, skills, values and mental abilities. UNESCO indicates that â€œEducation for Sustainable Developmentâ€ allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future.Art and design education has a multi-directional content for sustainable development ideals. For example, aesthetic sensitivity and critical thinking which are in the nature of art and design subjects, help students grow as individuals who are environment and ecosystem-sensitive. Sustainability of art and design education could be seen in two-directions. The first side is to keep students away from any kind of violence by providing them with sensitivity and empathy as well as help them develop respect for society and environment. In this way, students gain susceptibility and eagerness to protect ecosystem and live in the limits of nature. The second side is the sustainability projects carried out by students and instructors in art and design lessons. These are applications especially to clarify that a sustainable environment, nature and ecosystem is important for a sustainable life. This study includes some practical examples about the second side. Keywords: Sustainability, art and design education.

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Crick, Ruth, Tom McDermott, and Nicole Hutchison. "Learning Design for Sustainable Development." Journal of Education, Teaching and Social Studies 3, no. 3 (June 21, 2021): p15. http://dx.doi.org/10.22158/jetss.v3n3p15.

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Purpose: The purpose of this paper is to theorise an approach to learning design for formal education and training contexts, which can empower the student-led acquisition of competences for sustainable development with particular reference to engineering education. Design: the paper presents a conceptual framework which synthesises two extant bodies of empirical research (i) into the development of systems engineering proficiencies and (ii) the development of learning power and authentic enquiry. Findings: Bringing these two research-based bodies of knowledge together enables the conceptualisation of a practical learning design which integrates the development of self-leadership, learning relationships and complex problem solving for sustainable futures. These two approaches, and their synthesis, have been implemented in practice but not reported on or theorised before.Originality: This transdisciplinary theoretical study was undertaken by the original researchers to integrate and transcend the limitations of disciplinary and siloed approaches to learning design for 21C meta-competencies and to explore a common architecture capable of deployment over time and adaptable to different contexts. Research limitations/implications: Whilst the two strands of research underpinning this synthesis are well researched, the integrated model has yet to be empirically verified through appropriate scientific methodologies.Practical implications: this study provides a foundation for the development of a core curricular spine to be developed as an accreditation framework in formal education and work-based settings. The development of a rigorous measurement model has significant implications for policy and practice.

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Boehnert, Joanna, Matt Sinclair, and Emma Dewberry. "Sustainable and Responsible Design Education: Tensions in Transitions." Sustainability 14, no. 11 (May 24, 2022): 6397. http://dx.doi.org/10.3390/su14116397.

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Sustainable and Responsible Design (SRD) harnesses design’s potential to address eco-social problems and in doing so challenge the status quo of design education by reframing the social and ecological consequences, boundaries and agencies of design. This critical and transdisciplinary approach frays the edges of traditional design disciplines with embedded and reflexive modes of learning. We describe characteristics of SRD education and present theories of learning to empower students in this complex terrain. The learning associated with SRD education is ecologically engaged, participative, critical, expansive and designerly. We recount case studies of our own experiences advancing sustainable and responsible undergraduate design education in the UK. We identify path constraints such as disciplinary fragility, appropriation, and power dynamics in the design school. The push for a revision of priorities generates tensions where there is often greenwashing rhetoric of sustainability and inclusivity. We describe strategies and tactics to address these tensions. We highlight the agency we have as educators and designers and argue that design education can only meaningfully participate in response to the challenges presented by climate change, other types of ecocide, and social problems when educators make substantive commitments to supporting sustainability literacies and design approaches that serve the interests of diverse stakeholders.

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18

Manfredi, Louise R., Meriel Stokoe, Rebecca Kelly, and Seyeon Lee. "Teaching Sustainable Responsibility through Informal Undergraduate Design Education." Sustainability 13, no. 15 (July 27, 2021): 8378. http://dx.doi.org/10.3390/su13158378.

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Recent reports, initiatives, and activities around higher education institutions revealed the relevance and value of sustainability education through both formal curriculum and informal curriculum activities. While the significance of sustainability education has continuously improved by raising awareness among new generations of students, it has not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; a trash and recycling bin system, and a Materials Exchange program, could improve sustainability literacy and material conservation behaviors across the School of Design. Additionally, a mid-experiment focus group study was conducted to provide text-rich data for analysis of 3R behaviors. Analysis of the data collected revealed that these interventions were reasonably successful in improving responsible material management. To have a greater impact on sustainable behavior, it is suggested that a formal educational experience should supplement the informal interventions described in this paper to onboard students as they enter the design studio culture. Additionally, the expansion of the trash and recycling bin station system into the university dormitories is discussed. This work has successfully catalyzed a collaboration between all School of Design stakeholders to address studio waste in a tangible way.

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19

Lin, Xiaozhu. "Sustainable Fashion Design Education: The Studio-based Approach." International Journal of Design Education 15, no. 2 (2021): 245–54. http://dx.doi.org/10.18848/2325-128x/cgp/v15i02/245-254.

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20

Deniz, Deniz. "Sustainable Thinking and Environmental Awareness through Design Education." Procedia Environmental Sciences 34 (2016): 70–79. http://dx.doi.org/10.1016/j.proenv.2016.04.008.

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21

Subic, Aleksandar. "Editorial: Sustainable design and innovation in engineering education." European Journal of Engineering Education 32, no. 2 (May 2007): 111–13. http://dx.doi.org/10.1080/03043790601121568.

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22

Abella Garcia, Ainoa, Thomas Østergaard, and María José Araya León. "Emotional and Entrepreneurial Didactics for Sustainable Design Educations." Futures of Education, Culture and Nature - Learning to Become 1 (January 21, 2022): 118–33. http://dx.doi.org/10.7146/fecun.v1i.130241.

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Students at Higher Educations face a world in need of help to create sustainable solutions for complex systems. But still, European design-graduates finish their studies with a narrow concentration in design skills and lack competencies in order to cope with the complex reality, as well as students lack attachment to the teaching in Education for Sustainable Development (ESD). In order to change this, educators need to acknowledge the students' personal, motivational and emotional elements before de-signing the courses. This article is based on two new discourses in both entrepreneurial and design didactic research – and how they could be connected. The first is “emotional learning” and “emotional design” – regarding how emotions impact the student’s learning process’ in Educations for Sustainable Development (ESD). Emotions affect the student's learning process and their health and well-being (Pekrun, 2014, p. 28). The other discourse is how the use of value-driven emotional entrepreneurial didactics, based on the connection between emotionally influencing actions/events and the development of entrepreneurial competencies, can present a new emotionally based understanding of the value of altruistic (sustainable) outcomes within entrepreneurial educations (Lackeus, 2020). This paper presents, using one of the experimental methods - comparative - of Research through Design, two emotional tools: “Design for Change - Yggdrasill” from VIA Design, Denmark and “Emotional Analogous Data” from ELISAVA, Barcelona. The first results indicate a need for emotional education, which has an impact on ESD and their development as professionals. For these reasons, both emotional tools presented above can contribute to empowering students and teachers to improve Sustainable Design Educations.

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Barron, Deirdre, Simon Jackson, and Lyndon Anderson. "Ignorance, Environmental Education Research and Design Education." Australian Journal of Environmental Education 21 (2005): 39–46. http://dx.doi.org/10.1017/s0814062600000938.

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AbstractIn the relatively new discipline of design education we have the opportunity to frame the way that design education is formulated. The relative lack of theorists in the field of design education studies leaves unquestioned the relevance of conventional practices of design education that are premised on only tangentially relevant Art, Science and Information Technology models. There is a gap in design education development regarding how to mediate ecological concerns with techno-scientific imperatives. Environmental education researchers can influence this new field by challenging existing approaches to design education with particular attention to the ways design either contributes to or hinders the development of a sustainable society. In order to enter this discussion with environmental education researchers we identify three ecological issues faced by designers and design educators, here we pay particular attention to Industrial Design. The question for this paper is, can environmental education researchers offer advice to the design education area that may help us develop ecologically sustainable design-based programs. The newness of ecological concerns in the design research and design education areas means that we have a great deal to learn. If environmental education researchers are able to assist us with our reflections on designing curricula that in turn encourages a more ecologically aware design profession then this would be a worthwhile contribution to design practice in Australia, and indeed the world.

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Lee, Seongae, Jinmin Rhie, and Mijeong Jang. "Study of Design Education on United Nation's Sustainable Development Goals." Journal of Industrial Design Studies 50 (December 31, 2019): 1–11. http://dx.doi.org/10.37254/ids.2019.12.50.01.01.

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Conway, Beineán, Keelin Leahy, and Muireann McMahon. "Design Education for Sustainability: Identifying Opportunities in Ireland’s Second Level Education System." Sustainability 13, no. 16 (August 4, 2021): 8711. http://dx.doi.org/10.3390/su13168711.

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Design Education for Sustainability has the potential to accelerate and encourage education that contributes to the 2030 Sustainable Development Agenda. (1) Arguably the potential of Design Education for Sustainability remains underutilized in Ireland’s second level education system. (2) This article reports on findings conducted as part of a research project which examines Education for Sustainable Development in Irish secondary school Design Education subjects. The research draws on data gathered through critical ethnographic interviews with teachers in practice. (3) The findings explored in this article are the barriers faced by educators in relation to the further integration of Education for Sustainable Development in Ireland’s Design Education subjects. These findings offer a unique insight into the realities of educators in progressing towards Design Education for Sustainability. (4) In identifying the challenges, this article offers a starting point to tackle the barriers associated with integrating sustainability in Design Education within the Irish second level education system. (5) The article concludes by identifying how these barriers can be tackled head on in order to progressively integrate Education for Sustainable Development in Design Education subjects.

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Nguyen, Phan Anh, Regina Bokel, and Andy van den Dobbelsteen. "Sustainable Design Education – An Evaluation of an International Student Design Workshop in Hanoi, Vietnam." Discourse and Communication for Sustainable Education 11, no. 2 (December 1, 2020): 20–32. http://dx.doi.org/10.2478/dcse-2020-0016.

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Abstract Green Architecture for Sustainable Communities (GASC) was a joint event organised by Dutch and Vietnamese universities with the aim of boosting sustainable development in the built environment of Vietnam. As a key activity of the event, the international student design workshop focused on renovation of typical Vietnamese row houses – aiming towards sustainable and energy efficient homes. This study reports an evaluation of the student workshop based on a post-workshop questionnaire and the outcomes of the student groups. Results showed that most activities were successful in transferring sustainable knowledge to the students. The students were capable of learning sustainable theory, analysing suitable design strategies in the specific cases and applying that knowledge into the design proposals. Students learned more about bioclimatic designs and related topics such as daylight, natural ventilation, indoor comfort and greenery. Sustainable aspects of energy efficiency and water usage were also of great interest. The student selection process was the main issue for this workshop. For future events, more involvement of architects with practice is recommended.

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Basar, Aysem G., and Pinar Cartier. "Application of repurposing in design education within the framework of sustainable design approach." New Trends and Issues Proceedings on Humanities and Social Sciences 8, no. 3 (October 4, 2021): 60–66. http://dx.doi.org/10.18844/prosoc.v8i3.6399.

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The development of the sustainability concept began primarily in the European continent. Its integration into lifestyles and with it, the increase of social awareness, were formed with the contributions of various NGOs. In this context, we see the contribution of integrating sustainable design principles into the academic program. The factors that are important in sustainable design such as lower usage of raw materials, environmentally friendly materials, convenience in production and assembly, energy consumption, and ease of recycling are conveyed to the students through various courses in the academic program. A case study was carried out to analyze the transfer of sustainable design principles to the education process and its implications. This research was carried out in three stages: creating a theoretical framework, fieldwork, and practical work with students who attended the Sustainable Design course. According to the results students create new designs before recycling waste products within the scope of repurposing concept. Keywords: Repurposing, sustainability, industrial design, education, application

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Du Bois, Els, Dirk Van Gogh, Lore Veelaert, and Karine Van Doorsselaer. "Design Against the Plastic Soup - The Effect of Small Product Designs in Sustainable Design Education." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 3201–10. http://dx.doi.org/10.1017/dsi.2019.327.

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AbstractPlastics are ubiquitous in our daily life due to their versatile characteristics, however, these excellent characteristics also contributed to the emergence of a gigantic garbage of floating plastics in our ocean, called the plastic soup. Within this research project we investigated the opportunities by design to cope with this wicked problem. The hypothesis is that picking small opportunities in a wicked problem can have a large impact on the related ecosystem. In addition, we also wanted to investigate how design students would deal with the problem to create larger awareness of the designers' impact and responsibility. Although there is no ideal answer to a systemic problem such as the plastic soup, intervening on systems is possible. As the characteristics of a product directly influence the way the entire value chain works, designers have a large responsibility / opportunity to influence the system. An experiment was executed with 69 design students to explore the opportunities. The resulting design concepts were discussed by experts, reasoning towards relationships, needs to elaborate the design practices, and ecodesign education in a circular economy.

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Yılmaz, Tolga. "Evaluation of industrial design departments in Turkey in terms of sustainable design education." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 455–68. http://dx.doi.org/10.14527/pegegog.2015.025.

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Environmental and social problems have globally reached a vital scale that threatens the existence of human communities and natural environment. "Sustainability" can be considered as an accepted proposal by human culture in means of solving these problems. Production-consumption processes are one of the main sources of these problems and in the center of these processes, industrial design has an important role. "Sustainable design" is the solution proposal for environmental and social problems. In this research, a method was proposed aiming to determine courses which include content about sustainable design in scope of determining the current situation of industrial design departments in Turkey. Method was applied within industrial design undergraduate curriculums of six universities' departments. Nine courses that offer sustainable design content were reached within six departments' curriculums. These courses were evaluated in means of content and method. Using this information, departments were classified in means of integration of sustainable design criteria into their undergraduate curriculum. It is evaluated that, this classification can be used as a method that provides a basis for strategy development efforts.

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Myszewski, Jan M. "Sustainable improvement in education." Business Process Management Journal 24, no. 6 (November 5, 2018): 1381–92. http://dx.doi.org/10.1108/bpmj-02-2018-0040.

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Purpose Education is a natural process of improvement. Education’s specific features and challenges include a large number of students, with different psychophysical characteristics, simultaneously taking part in a lesson. The purpose of this paper is to examine the factors that can help to meet the challenges of classroom teaching. Design/methodology/approach The principle of “equal opportunities in education” is adopted as the basic premise to improve education. The general sustainability model developed by the author is used as a reference model to analyze the sustainability of the education process. Findings The following elements of the process of sustainable development in education are defined: the improvement micro-projects, as the basic form of using and developing students’ knowledge, and the principles of sustainable development in the classroom as conditions necessary for the effectiveness of micro-projects, in the teaching process carried out in the classroom. They point to the key role of the teacher as the leader in the improvement process. Originality/value The principles of sustainable development define the conditions necessary to ensure the development of the reserve of the students’ knowledge capacity and the possibilities of using it in the classroom teaching process. The micro-project system enables personalization of the teaching process through the use of the capacity reserve contributed by students.

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de Gaulmyn, Camille, and Karine Dupre. "Teaching sustainable design in architecture education: Critical review of Easy Approach for Sustainable and Environmental Design (EASED)." Frontiers of Architectural Research 8, no. 2 (June 2019): 238–60. http://dx.doi.org/10.1016/j.foar.2019.03.001.

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Benson, Eric, and Peter Fine. "Sustainable Design Education Rethought: The Case for Eco-modernism." Design Principles and Practices: An International Journal—Annual Review 4, no. 6 (2011): 163–76. http://dx.doi.org/10.18848/1833-1874/cgp/v04i06/37973.

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Kim, Kyoung-Yun, Karl Haapala, Gul Kremer, and Michael Barbour. "Cyber Collaboratory-based Sustainable Design Education: A Pedagogical Framework." Journal of Computational Science Education 3, no. 2 (December 2012): 2–10. http://dx.doi.org/10.22369/issn.2153-4136/3/2/1.

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Ji, Emma Y., and Mohamed Cherif Amor. "Bridging the Gap between Sustainable Design Education and Application." International Journal of Design Management and Professional Practice 8, no. 3-4 (2015): 15–38. http://dx.doi.org/10.18848/2325-162x/cgp/v08i3-4/38626.

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Irick, Erin, Rachel J. Eike, Sunhyung Cho, and Minsu Kim. "Repurposing apparel: A guided process for sustainable design education." International Journal of Fashion Design, Technology and Education 13, no. 3 (July 14, 2020): 280–91. http://dx.doi.org/10.1080/17543266.2020.1788652.

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Norberg, Lisa R., Kim Vassiliadis, Jean Ferguson, and Natasha Smith. "Sustainable design for multiple audiences." OCLC Systems & Services: International digital library perspectives 21, no. 4 (December 2005): 285–99. http://dx.doi.org/10.1108/10650750510629625.

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Lee, Young S. "Sustainable Design Re-examined: Integrated Approach to Knowledge Creation for Sustainable Interior Design." International Journal of Art & Design Education 33, no. 1 (February 2014): 157–74. http://dx.doi.org/10.1111/j.1476-8070.2014.01772.x.

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38

Çahantimur, Arzu, and Rengin Beceren Öztürk. "Architectural Education for Sustainable Urban Regeneration." International Journal of Environmental Science & Sustainable Development 4, no. 3 (December 30, 2019): 20. http://dx.doi.org/10.21625/essd.v4i3.674.

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Urban regeneration is one of the important agendas of Turkey as a developing country. Rapid urbanization problems have been causing vital social and economic problems together with physical and spatial ones especially in big cities of Turkey. Thus, national and local governments handled urban regeneration as a practical method for solution of these problems. However, they unfortunately don’t implement urban regeneration according to its real requirements. Instead, this multi-dimensional and complex process is seen as a pull down and built up operation. Considering this situation and being in awareness of the responsibilities of architects throughout urban regeneration process, the authors think that urban regeneration should be discussed in the scope of architectural education. This paper presents the purpose, the process and the products of an undergraduate architectural design studio that was undertaken at Bursa Uludağ University, Faculty of Architecture. The architectural and urban design projects of the students of which aim was to offer a livable and sustainable mixed used living environments are discussed together with their conceptual backgrounds. Putting stress on the differences between theory and practice, the conclusion introduces a critical evaluation of urban regeneration and sustainable housing concepts in Turkey.

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Zeltina, Mara. "Design Thinking for Sustainable Development." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 5, 2021): 1363–68. http://dx.doi.org/10.17762/turcomat.v12i6.2477.

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The complexity of environmental and sustainability challenges has created an ongoing need for innovative and integrated approaches to address them. Design disciplines have a long history. The method “design thinking”, originally applied in architecture, engineering and business, has led to new and creative problem solving, thus creating much potential for use in sustainable development planning. While principles of good design are well established, there has been limited integration of design thinking with environmental science, sustainable development planning and education. This research was focused on how a sustainability approach can be merged with design thinking to develop socially responsible and environmentally sustainable products and services. The case study has been carried out in the master’s study course Sustainable Development Planning. Some of basic principles and stages of design thinking, such as empathy, creativity, collaboration, responsibility and interdisciplinary approach have been tested by using students project work evaluation regarding certain criteria and survey after the study course. The first results of approbated design thinking principles and methods, significant advantages and disadvantages and the perspective of using this method have been analysed and discussed. As the result from this study proposals for the improvement of the content of this study course and related study courses (a study course on sustainable development issues is compulsory in all undergraduate study programs in Latvia) and for the specification of test tasks have been developed, considering also future needs to provide the study course remotely.

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Chansomsak, Sant, and Brenda Vale. "Progressing Practices of Sustainable School Design." Journal of Green Building 5, no. 2 (May 1, 2010): 147–57. http://dx.doi.org/10.3992/jgb.5.2.147.

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This article discusses a survey of contemporary practices of sustainable school design. It reveals a trend that relies on technological fixes and outlines barriers to this, primarily related to lack of awareness of benefits, and a limited perception centring on the process of pre-design, design and construction but ignoring the use phase. To overcome the barriers, this article argues that a paradigm shift is required, embracing the creation of sustainable systems through a holistic approach to education, so that design operates and interacts with other disciplines. The suggestions provided could also be used to improve sustainable architectural practices in general.

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Mohamed, Kamal Eldin, and Soofia Tahira Elias-Ozkan. "INCORPORATING SUSTAINABILITY PRINCIPLES INTO ARCHITECTURAL DESIGN EDUCATION: RESULTS OF AN EXPERIMENTAL DESIGN STUDIO." Journal of Green Building 14, no. 3 (June 2019): 143–58. http://dx.doi.org/10.3992/1943-4618.14.3.143.

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Design is a structured process or a tactical guideline to accomplish a unique expectation of a product, while a design studio is the environment where students are taught the skills to design the product, which may be a building. Hence, the design studio course is the most important component of the architectural education curriculum; it is where the students get an opportunity to apply the theoretical knowledge gained through lecture-based courses. Yet most theory is not put into practice; consequently, the principles of sustainable design solutions are developed. There is an urgent need to teach future architects how to integrate sustainable design principles into their projects in order to prevent or mitigate environmental degradation due to the negative impacts of building projects. This experimental study initiated a new design studio pedagogy and a novel teaching structure for integrating sustainability principles into the architectural design projects of 3rd year students. It also evolved a testing method to assess the success of the new pedagogy and the students' final design projects. This paper presents the results of the experimental design studio and delivers recommendations for subsequent sustainable design studio courses.

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Aljković-Kadrić, Suada, and Ibro Skenderović. "Ecological education and sustainable development." Ekonomski izazovi 9, no. 18 (2020): 62–70. http://dx.doi.org/10.5937/ekoizazov2018062a.

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The development of the educational system, curriculum and pedagogical practice that would be sustainable in three segments of sustainable development stand out as special challenges for professionals dealing with upbringing and education. It is about social development, economic development and environmental protection. These three "pillars" of sustainable development must, by definition, participate equally and cohesively in practice, otherwise they are doomed to failure. Education for sustainable development is very specific primarily in its purpose and essence, and accordingly it is conceptualized in a similar way as education for peace, education for democracy, civic education. According to this definition of sustainable education, this practically means that it must be based on values such as democracy, solidarity, tolerance, equality and justice. Considering that pre-school upbringing and education represent the first stage of the educational system of a society, it is rightly expected that the first steps for lifelong learning will be taken at that level. Accordingly, it is necessary to design curricula that will ensure the intellectual and social development of children.

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Xiang, Xingwei, Qian Wu, Ye Zhang, Bifeng Zhu, Xiaoji Wang, Anping Wan, Tongle Huang, and Luoke Hu. "A Pedagogical Approach to Incorporating the Concept of Sustainability into Design-to-Physical-Construction Teaching in Introductory Architectural Design Courses: A Case Study on a Bamboo Construction Project." Sustainability 13, no. 14 (July 9, 2021): 7692. http://dx.doi.org/10.3390/su13147692.

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Sustainable architectural education is offered in colleges and universities all over the world. Studies have emphasized the importance of sustainable architectural education in introductory courses of architecture major programs, but methods and strategies for teaching sustainable architecture at lower levels are scarce. This study focuses on the design-to-physical-construction process and creates a teaching framework that incorporates the concept of sustainable development from the perspectives of sustainable economy, environment and society. Based on the teaching method of learning through the design-to-physical-construction process and referring to the grounded theory, a case study on a bamboo construction project was conducted to explore approaches and strategies of sustainable architectural education in introductory courses. Results reveal that five systems, including the system of sustainable development, consist of a framework that illustrated the teaching effects. Based on the framework, we discovered five factors that should be considered in incorporating the concept of sustainable development into architectural design teaching, including the necessity of conducting sustainable architectural education in introductory courses. This study helps explore the potential role sustainability plays in incorporating interdisciplinary knowledge, connecting specialized knowledge across different program levels, and motivating student learning. It also provides a reference for the practice of sustainable architectural education.

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Pitt, James, and Fred Lubben. "The social agenda of education for sustainable development within design & technology: the case of the Sustainable Design Award." International Journal of Technology and Design Education 19, no. 2 (November 11, 2008): 167–86. http://dx.doi.org/10.1007/s10798-008-9076-2.

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김효정. "Study on art education curriculum for primary school - Focused on sustainable design education -." Korean Journal of Culture and Arts Education Studies 9, no. 4 (August 2014): 173–200. http://dx.doi.org/10.15815/kjcaes.2014.9.4.173.

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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Developing Green Curriculum towards Sustainable Education." International Journal of Technology and Educational Marketing 6, no. 1 (January 2016): 34–51. http://dx.doi.org/10.4018/ijtem.2016010103.

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This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.

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Ueda, Edilson Shindi. "Student team integrating aspects of sustainability in practical design education." International Journal of Sustainability in Higher Education 19, no. 5 (July 2, 2018): 877–92. http://dx.doi.org/10.1108/ijshe-08-2017-0136.

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Purpose The purpose of this paper is to describe and analyze the first experiences (activities, attitudes and inclinations) of an undergraduate student team with eco-design activities. Design/methodology/approach Undergraduate students of an industrial design course were invited to participate in the design project. The activities of students were carried out in the class titled in Japanese “Sogo Project” (Overall Project). The project is experimental learning based on pedagogical case studies that students propose practical designs with a sustainable approach. Findings According to the activities and attitudes of the student team, they showed interest in focusing on sustainable consumption and consequently leant towards a socio-cultural rather than a technological eco-design approach in their works. The barriers to design education for sustainable design were found, and the student team expressed that the available support tool during their design process was complex. They also expressed that the tool was not compatible with their academic skills and background. Research limitations/implications This paper has limited participants, resources, time and contextual scale. Few Japanese educators are skilled in eco-design, and eco-design modules are also poorly integrated into undergraduate and graduate industrial-design courses at Japanese universities. Originality/value The paper contributes to an initial discussion in the field of Japanese industrial-design education regarding the principles of and barriers to design education for sustainability.

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Als, Jesper Marius. "Empowering Education for Sustainable Futures." Futures of Education, Culture and Nature - Learning to Become 1 (January 28, 2022): 311–20. http://dx.doi.org/10.7146/fecun.v1i.130588.

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This paper positions the role of quality education in the historical and current development paradigm in a global context under the Sustainable Development Goals. I revisit empowering theories and the whole concept of development and connect it to the present. Can such theories guide us in the debate on the future of education? Finally, I reflect on whether my current workplace, a Danish University College, and similar education institutions are at all obliged to tackle global challenges. If so, how can such institutions position themselves to play an essential role in the futures to come? Are there any common denominators in design and content? I draw on my background as a historian and my master’s degree in International Relations. From a practical perspective, I draw on what I learned from 15 years of experience working with internationalization and development, both within the UN system, private companies, and later as responsible for large-scale education programs and projects in more than 36 countries. I also draw on six years of experience as chairperson of a Danish NGO working with child protection, alternative care, and deinstitutionalization. Most importantly, I draw on experience as a concerned father of two kids who will be affected by, and dependent on, our current actions.

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Omar, Nurul Nisa. "Art Education for Sustainable Development." SHS Web of Conferences 124 (2021): 10003. http://dx.doi.org/10.1051/shsconf/202112410003.

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Through the process of visual analysis of an artwork called ‘Hidden’, this research article explores the relevance of art and design projects for the development of AESD - Art Education for Sustainable Development. ‘Hidden’ is the name of one of the paintings produced in an art project by the Faculty of Communication, Arts and Media at the International University of Malaya-Wales, Malaysia. The concept of the project is for lecturers and students to produce artwork that revolves around the message of sustainability and 90% of the artwork must use recycled waste materials. The visual analysis of ‘Hidden’ covers five aspects of visual elements which are composition, focal point, colour, form, and symbolic value. It was found that there are multiple deepening sustainability messages within the artwork through the analysis of the actual meaning of the image, the estimate changes in meaning over time, and the student's reflection and reaction. The main questions addressed by this article are: What are the complex ‘pool’ of sustainability messages generated through a single image? How producing art can stimulate students’ consciousness on the importance of sustainable living? In conclusion, this article proposes that AESD is a positive and useful approach for students to embrace the sustainability culture.

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Åhlberg, Mauri, Pirjo Äänismaa, and Patrick Dillon. "Education for Sustainable Living: Integrating theory, practice, design, and development." Scandinavian Journal of Educational Research 49, no. 2 (April 2005): 167–85. http://dx.doi.org/10.1080/00313830500048923.

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