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From Words to Action: Incorporation of Sustainability in Architectural Education

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  • Badiossadat Hassanpour

    (Department of Architecture, Faculty of Architecture, Eastern Mediterranean University, Famagusta, TRNC via 10 Mersin, Turkey)

  • Resmiye Alpar Atun

    (Department of Architecture, Faculty of Architecture, Eastern Mediterranean University, Famagusta, TRNC via 10 Mersin, Turkey)

  • Soheil Ghaderi

    (Department of Architecture, Faculty of Architecture, Eastern Mediterranean University, Famagusta, TRNC via 10 Mersin, Turkey)

Abstract

Schools of architecture play a major role in motivating and inspiring students to gain competencies in sustainability through pedagogical practices. However, at the operational level, the incorporation of sustainability within architectural programmes needs to be integrated into both the curricula and teaching methods. There are few studies on how architectural programmes’ curricula and pedagogical practices can be institutionally articulated, as well as on how the required coherency among components can be empowered operationally. Since the interrelation of the courses form the structure of the curricula and provide certain inputs for the students’ knowledge and skill, any operational risk can harm the quality assurance. Therefore, an operational framework aimed for a coordinated incorporation of sustainability in architectural programmes is required. In order to achieve this, scrutinising substantial equivalence programmes could provide constructive outcomes for the improvement of the existing programmes and future experiences for students. In order to determine the articulation of sustainability issues in architectural education, in this research, a recently accredited school in the Eastern Mediterranean region was chosen as a case study. The study includes an analysis of course descriptions, teaching methods, and teacher and student perceptions about the incorporation of sustainability into the courses. Also, jury sessions’ evaluation criteria are assessed as a pedagogical tool. Then, the horizontal and vertical articulation of courses within the curricula and their coordination were studied accordingly. The findings reveal that horizontal and vertical relations between different course types that share similar learning objectives are very important. However, this relation and continuum should be perceivable by students, tutors, and the relevant stakeholders; otherwise, any attempt would remain superficial. Accordingly, the association of sustainability with pre-defined evaluation criteria for grading is very important. The methodological tools and lessons from this study can assist young architecture programmes with the incorporation of sustainability into their programme without changing its spirit, through the coordination of courses within curricula and adopted pedagogical tools.

Suggested Citation

  • 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.
  • Handle: RePEc:gam:jsusta:v:9:y:2017:i:10:p:1790-:d:114194
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    References listed on IDEAS

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    1. Sun-Young Rieh & Byung-Yun Lee & Joon-Gul Oh & Thorsten Schuetze & Santiago Porras Álvarez & Kyungsun Lee & Jiyoung Park, 2017. "Integration of Sustainability into Architectural Education at Accredited Korean Universities," Sustainability, MDPI, vol. 9(7), pages 1-26, June.
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    Cited by:

    1. Valentín Piza & José Luis Aparicio & Columba Rodríguez & Rigoberto Marín & Juana Beltrán & Ramón Bedolla, 2018. "Sustainability in Higher Education: A Didactic Strategy for Environmental Mainstreaming," Sustainability, MDPI, vol. 10(12), pages 1-12, December.
    2. Jordi Martínez-Ventura & Eduardo de-Miguel-Arbonés & Carla Sentieri-Omarrementería & Juanjo Galan & María Calero-Llinares, 2021. "A Tool to Assess Architectural Education from the Sustainable Development Perspective and the Students’ Viewpoint," Sustainability, MDPI, vol. 13(17), pages 1-40, August.
    3. Marcin Brzezicki & Agata Jasiolek, 2021. "A Survey-Based Study of Students’ Expectations vs. Experience of Sustainability Issues in Architectural Education at Wroclaw University of Science and Technology, Poland," Sustainability, MDPI, vol. 13(19), pages 1-17, October.
    4. Larisa Gorina & Marina Gordova & Irina Khristoforova & Lyudmila Sundeeva & Wadim Strielkowski, 2023. "Sustainable Education and Digitalization through the Prism of the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(8), pages 1-18, April.
    5. Wojciech Bonenberg & Oleg Kapliński, 2018. "The Architect and the Paradigms of Sustainable Development: A Review of Dilemmas," Sustainability, MDPI, vol. 10(1), pages 1-15, January.
    6. Shahin Keynoush & Ehsan Daneshyar, 2022. "Defining a Pedagogical Framework for Integrating Buildings and Landscapes in Conjunction with Social Sustainability Discourse in the Architecture Graduate Design Studio," Sustainability, MDPI, vol. 14(8), pages 1-27, April.
    7. Aleksandra Milovanović & Miloš Kostić & Ana Zorić & Aleksandra Đorđević & Mladen Pešić & Jovana Bugarski & Dejan Todorović & Neda Sokolović & Andrej Josifovski, 2020. "Transferring COVID-19 Challenges into Learning Potentials: Online Workshops in Architectural Education," Sustainability, MDPI, vol. 12(17), pages 1-21, August.
    8. 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.

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