[en] Through a comprehensive literature review, this paper sheds light on emerging trends and innovative pedagogies to foster sustainability in architectural education worldwide.
Over 700 published research outputs are analyzed and 250 are selected for this research. These considerations have been integrated across countries in North and South America, Europe, Asia, Africa, and Australia with a focus on both macro and micro scales.
The findings show that 60% of the papers use case studies to evaluate the impact of sustainability education, while theoretical discussions and investigations only represent 40% of the total. Within the case studies category, it is to be noted that efforts at the design studio or course level account for 75%, while those at the curriculum level represent only 25%.
Dealing with sustainability reflects the specific needs and challenges of each region shaped by pedagogical, socio-cultural, economic, geographical, political, and climatic factors all the while fostering common ground.
Disciplines :
Architecture
Author, co-author :
Dhaouadi, Khansa ; Université de Liège - ULiège > Urban and Environmental Engineering
Leclercq, Pierre ; Université de Liège - ULiège > Département ArGEnCo > Lucid - Lab for User Cognition & Innovative Design ; Université de Liège - ULiège > Urban and Environmental Engineering
Language :
English
Title :
Rethinking architectural education to foster Sustainability : Literature Review of emerging trends and pedagogical approaches.
Original title :
[en] Rethinking architectural education to foster Sustainability : Literature Review of emerging trends and pedagogical approaches.
Publication date :
2024
Number of pages :
7
Event name :
10th International Conference on Higher Education Advances (HEAd’24)
Sustainability Paradigm in Architectural Education in Tunisia: Between challenges and opportunities. Rethinking knowledge, Skills, and Teaching methods.
