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Integration of Sustainability into Architectural Education at Accredited Korean Universities

Author

Listed:
  • Sun-Young Rieh

    (Department of Architecture, University of Seoul, 163 Seoulsiripdae-ro, Dongdaemun-gu, Seoul 130-743, Korea)

  • Byung-Yun Lee

    (Department of Architecture, Chungbuk National University, 1 Chungadae-ro, Seowon-Gu, Cheongju, Chungbuk 28644, Korea)

  • Joon-Gul Oh

    (Department of Architecture, Seoul National University of Science & Technology, 232 Gongneung-ro, Nowon-gu, Seoul 01811, Korea)

  • Thorsten Schuetze

    (Department of Architecture, SungKyunKwan University, 2066 Seobu-ro Jangan-gu, Suwon-si, Gyeonggi-do 440-746, Korea)

  • Santiago Porras Álvarez

    (Department of Architecture, Korea University, 145 Anam-ro, Seongbuk-gu, Seoul 136-713, Korea)

  • Kyungsun Lee

    (School of Architecture, Hongik University, Wausan-ro, Mapo-gu, Seoul 121-791, Korea)

  • Jiyoung Park

    (Department of Architecture, Inha University, 100 Inharo, Nam-gu, Incheon 402-751, Korea)

Abstract

This paper examines the integration of sustainability principles into architectural education programs at South Korean Universities that have been accredited by the Korea Architectural Accrediting Board (KAAB). Accreditation requires the successful implementation of 30 so-called Student Performance Criteria (SPCs). Similar to recent improvements to international architectural education, different principles of sustainability have been successfully implemented by the KAAB. This paper identifies eight sustainability-related SPCs that can be utilized to teach sustainability. The analysis of 48 accredited five-year architectural education program curricula in South Korea has revealed which sustainability-related SPCs are addressed each semester. Furthermore, the average number of credits per sustainability-related SPC in different course types, such as theory courses and design studios, has been identified. Theory courses with an emphasis on sustainability education have been defined as sustainability core courses. The results reveal that a majority of existing programs primarily address environmental aspects of sustainability. Furthermore, a sequential course structure analysis elucidates three main curriculum types, with different potential for integrated sustainability education in sustainability core courses and design studios: (i) sustainability core course preceding (high potential); (ii) sustainability core courses and design studio, accompanying (high potential); and (iii) sustainability core course following (low potential).

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:9:y:2017:i:7:p:1121-:d:102830
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    References listed on IDEAS

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    Cited by:

    1. Hannan Amoozad Mahdiraji & Sepas Arzaghi & Gintaras Stauskis & Edmundas Kazimieras Zavadskas, 2018. "A Hybrid Fuzzy BWM-COPRAS Method for Analyzing Key Factors of Sustainable Architecture," Sustainability, MDPI, vol. 10(5), pages 1-26, May.
    2. 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.
    3. Seung Wan Hong & Hwanjin Kim & Yongjun Song & Sung Hoon Yoon & Jaewook Lee, 2020. "Effects of Human Behavior Simulation on Usability Factors of Social Sustainability in Architectural Design Education," Sustainability, MDPI, vol. 12(17), pages 1-17, August.
    4. 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.
    5. 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.
    6. Rebeka Kovačič Lukman & Vasja Omahne & Lobna Tag el Sheikh & Peter Glavič, 2021. "Integrating Sustainability into Logistics Oriented Education in Europe," Sustainability, MDPI, vol. 13(4), pages 1-24, February.
    7. Ana Tur-Porcar & Alicia Mas-Tur & Elisabeth Malonda Vidal, 2017. "Long-Term Educational Sustainability: Educational Innovation in Social Vulnerability Contexts," Sustainability, MDPI, vol. 9(9), pages 1-11, September.

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