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

Author

Listed:
  • Ernesto Antonini

    (Department of Architecture, University of Bologna Alma Mater Studiorum, 40126 Bologna, Italy)

  • Jacopo Gaspari

    (Department of Architecture, University of Bologna Alma Mater Studiorum, 40126 Bologna, Italy)

  • Cristina Visconti

    (Department of Architecture, University of Bologna Alma Mater Studiorum, 40126 Bologna, Italy)

Abstract

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

Suggested Citation

  • Ernesto Antonini & Jacopo Gaspari & Cristina Visconti, 2021. "Collaborative Learning Experiences in a Changing Environment: Innovative Educational Approaches in Architecture," Sustainability, MDPI, vol. 13(16), pages 1-26, August.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:8895-:d:611012
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    References listed on IDEAS

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    1. Badiossadat Hassanpour & Resmiye Alpar Atun & Soheil Ghaderi, 2017. "From Words to Action: Incorporation of Sustainability in Architectural Education," Sustainability, MDPI, vol. 9(10), pages 1-20, October.
    2. Aleksandra Stupar & Vladimir Mihajlov & Ivan Simic, 2017. "Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change," Sustainability, MDPI, vol. 9(8), pages 1-19, August.
    3. Satu Elo & Maria Kääriäinen & Outi Kanste & Tarja Pölkki & Kati Utriainen & Helvi Kyngäs, 2014. "Qualitative Content Analysis," SAGE Open, , vol. 4(1), pages 21582440145, February.
    4. Rachael Budowle & Eric Krszjzaniek & Chelsea Taylor, 2021. "Students as Change Agents for Community–University Sustainability Transition Partnerships," Sustainability, MDPI, vol. 13(11), pages 1-26, May.
    5. Taleghani, Mohammad & Ansari, Hamid Reza & Jennings, Philip, 2011. "Sustainability in architectural education: A comparison of Iran and Australia," Renewable Energy, Elsevier, vol. 36(7), pages 2021-2025.
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    Cited by:

    1. Sang-Jun Park & Kyung-Tae Lee & Jin-Bin Im & Ju-Hyung Kim, 2022. "The Need for Smart Architecture Caused by the Impact of COVID-19 upon Architecture and City: A Systematic Literature Review," Sustainability, MDPI, vol. 14(13), pages 1-20, June.
    2. Jing Ma & Agatino Rizzo, 2024. "“Arctic-tecture”: Teaching Sustainable Urban Planning and Architecture for Ordinary Arctic Cities," Urban Planning, Cogitatio Press, vol. 9.

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