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A Comparative Study on Sustainability in Architectural Education in Asia—With a Focus on Professional Degree Curricula

Author

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  • Santiago Porras Álvarez

    (Department of Architecture, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul 02481, Korea)

  • Kyungsun Lee

    (School of Architecture, Hongik University, 94 Wausan-ro, Mapo-gu, Seoul 04066, Korea)

  • Jiyoung Park

    (Department of Architecture, Inha University, 100 Inha-ro, Nam-gu, Incheon 22212, Korea)

  • Sun-Young Rieh

    (Department of Architecture, University of Seoul, 163 Seoulsiripdae-ro, Dongdaemun-gu, Seoul 02504, Korea)

Abstract

Architectural education is a key factor in the re-thinking of the whole industry toward a system of more sustainable buildings and cities. Asia is the continent with the highest population growth and the fastest urbanization rate on earth. It is necessary to educate professionals with a well-balanced and integrated knowledge of local issues and global standards. This paper focuses on education for sustainable architecture in Asian countries. This is an exploratory study, analyzing the curricula of 20 selected influential schools in 11 countries. Sustainability-related courses are identified, classified and summarized in qualitative tables (course matrix) and in quantitative graphs. The analysis helps to identify trends and regional or individual uniqueness. The results show that sustainability education is organized in very diverse ways, according to contents, intensity and sequence. The percentages of sustainable courses range from less than 5% to 25%. Technology-related courses are the most numerous and homogeneous. Sustainability design studios show the greatest variation, from zero to almost 100%. General theory courses help in dealing with sustainability issues through traditional and vernacular philosophies, technologies and strategies that are very adequate to their geographical and cultural settings.

Suggested Citation

  • Santiago Porras Álvarez & Kyungsun Lee & Jiyoung Park & Sun-Young Rieh, 2016. "A Comparative Study on Sustainability in Architectural Education in Asia—With a Focus on Professional Degree Curricula," Sustainability, MDPI, vol. 8(3), pages 1-32, March.
    • Handle: RePEc:gam:jsusta:v:8:y:2016:i:3:p:290-:d:66270
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    References listed on IDEAS

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    1. World Commission on Environment and Development,, 1987. "Our Common Future," OUP Catalogue, Oxford University Press, number 9780192820808.
    2. Robert B. Gibson, 2006. "Beyond The Pillars: Sustainability Assessment As A Framework For Effective Integration Of Social, Economic And Ecological Considerations In Significant Decision-Making," Journal of Environmental Assessment Policy and Management (JEAPM), World Scientific Publishing Co. Pte. Ltd., vol. 8(03), pages 259-280.
    3. Sandra Wilhelm Hamiti & Hans Wydler, 2014. "Supporting the Integration of Sustainability into Higher Education Curricula—A Case Study from Switzerland," Sustainability, MDPI, vol. 6(6), pages 1-10, May.
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    Cited by:

    1. Maycon Sedrez & Jing Xie & Ali Cheshmehzangi, 2021. "Integrating Water Sensitive Design in the Architectural Design Studio in China: Challenges and Outcomes," Sustainability, MDPI, vol. 13(9), pages 1-22, April.
    2. Xinyu Shi & Xue Fang & Zhoufan Chen & Tyson Keen Phillips & Hiroatsu Fukuda, 2020. "A Didactic Pedagogical Approach toward Sustainable Architectural Education through Robotic Tectonics," Sustainability, MDPI, vol. 12(5), pages 1-14, February.

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