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"Sustainable design Study and teaching."
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Sustainable thinking : ethical approaches to design and design management
This title explores how values and sustainability can reshape the way design management is practiced and applied. The book discusses how designers can combine innovative creative thinking with analytical problem-solving skills to produce outputs that are business ready and ethically driven.
Book
Teacher Education for Sustainable Development and Global Citizenship
This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.
eBook
Sustainable Design Masters: Increasing the Sustainability Literacy of Designers
This paper examines student learning in the Master of Arts in Sustainable Design course at Kingston School of Art, Kingston University London. It considers what designers learn, how they learn and where they learn, in a postgraduate course that seeks to enable them to direct their practice towards sustainability by increasing their sustainability literacy. The paper reviews the learning experiences of students, and the curriculum structures and approaches used to serve those experiences. The story of the course is told here by the course leader of ten years, using student outputs to illustrate the argument made for a sustainable design pedagogy. The key principles of this pedagogy are (1) sustainability is a social, not just an environmental, agenda; (2) sustainability presents us with ‘wicked problems’, which have no right or wrong answers; (3) sustainability-directed design practice arises from the sustainability literacy of the designer; (4) sustainability derives from mindsets and worldviews, not just methods and materials; and (5) sustainability is an emergent property of systems, not a quality of products. This combination has generated a distinctive model of postgraduate sustainable design education, which seeks to equip students with a ‘mastery’ of how to put into practice their own visions of sustainable design.
Journal Article
Towards a Sustainable Future: Evaluating the Ability of STEM-Based Teaching in Achieving Sustainable Development Goals in Learning
STEM education promotes innovation and creativity and provides learners with the opportunity to develop critical thinking, problem solving, and analytical skills, which are all essential for sustainable development. When these skills are applied to real-world situations, they can help to address social, economic, and environmental challenges. STEM education can foster new solutions and technologies that contribute to sustainable development. The objective of this research was to ascertain the degree to which STEM-based teaching can attain sustainable development goals in learning, according to Saudi Arabian educators who have undergone training or have experience in teaching using this approach. In order to achieve this objective, a questionnaire was constructed, and its psychometric properties were validated. The findings of this study indicate that pedagogy based on the STEM approach possesses the capacity to realize sustainable development goals in learning. The goals were ranked based on the degree of effectiveness of STEM-based teaching in achieving them, with the highest average score being obtained for the goal of ensuring inclusive and equitable quality education and enhancing lifelong learning opportunities for all, while the lowest average was obtained for the goal of total elimination of hunger. Consequently, this study recommends the adoption of STEM-based teaching as a pedagogical approach that can facilitate the achievement of sustainable development goals in learning over the long term.
Journal Article
Preparing Future Science Teachers to Build a Sustainable World: Supporting Pre-Service Science Teachers’ Competencies in Instructional Planning for Teaching the Sustainable Development Goals (SDGs) in K-12 Classrooms
In today’s world, preparing future science teachers is vital because they have the power to transform society and build a sustainable world by raising global citizens. In this manner, the purpose of the present study was to develop pre-service science teachers’ competencies in instructional planning for teaching Sustainable Development Goals (SDGs) in K-12 classrooms through Education for Sustainable Development Goals (ESDG). The research group consisted of 20 pre-service science teachers who enrolled in the ‘Sustainable Ecology’ elective course at a public university in Istanbul, Türkiye. A design-based research model was followed in the study. The data were collected from pre-service science teachers through semi-structured interviews before and after the course. In the data analysis, deductive content analysis was used. The findings revealed that ESDG shows promise for developing pre-service science teachers’ competencies in instructional planning for teaching the SDGs in K-12 classrooms.
Journal Article
Toward Sustainable Futures by Design Education
Design plays an integral role in shaping our everyday lives by providing and mediating the objects and relationships we surround ourselves with. As we find our lifestyles inherently unsustainable, design is therefore also implicated. If design is to fully address this issue and meaningfully contribute to future sustainable lifestyles, then it must undergo significant transformation. Part of this transformation must include design education. While many agree on the necessary transformation of design education, disagreements arise as to what this new education might entail and, significantly, how it might be implemented. This article explores how transformations happen in design education and to what extent such education should tackle significant societal issues, including sustainability, amid the increasing complexity and interdependence of modern-day challenges. It investigates practical issues around implementing such education, its challenges and opportunities, as well as how geographical location might help or hinder through aspects such as social or cultural tendencies, infrastructures or regulation and historical context. To this end, six in-depth interviews were conducted with educators at the forefront of this transformation in Scandinavia, most of whom have established courses and programs that address systemic problems and engage students in reflecting and designing to mitigate current challenges. The analysis of interviews utilised an emergent coding method. It led to four important findings that require attention when considering sustainable design education. The findings are (1) these transformations are often driven by impassioned and visionary individuals, (2) new variants of design must incorporate collaborations at all scales and in various formats, (3) increased responsibility arises from immersion in collaborative projects concerning long-term visions, values, and continuity in design beyond current practices and finally, (4) there are some unresolved tensions found in the balance of practical, reflective, and analytical skills needed. At a more abstract level, this paper positions design education as a significant force in transitioning to sustainable futures.
Journal Article
Research on AIGC-Integrated Design Education for Sustainable Teaching: An Empirical Analysis Based on the TAM and TPACK Models
With the rapid proliferation of Generative Artificial Intelligence (AIGC) technologies in higher education, identifying effective integration pathways into design curricula has become a pressing issue in the field of educational technology. This study employs a mixed-methods approach grounded in the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework, incorporating course analysis, questionnaire surveys, structural path modeling, and interview analysis. Focusing on both instructors and students, this research systematically investigates the acceptance, integration mechanisms, and sustainable development potential of AIGC in university-level design education. The findings indicate that students generally acknowledge the value of AIGC in enhancing creativity and improving efficiency, although gaps persist in their understanding of ethical considerations and original expression. On the teachers’ side, technological knowledge exerts a significant positive influence on the integration of content knowledge, while the impact of pedagogical knowledge remains underutilized. Interview data further reveal a structural tension within current teaching practices, characterized by the rapid adoption of technological tools contrasted with the slower evolution of pedagogical systems. Based on these insights, this study offers five strategic recommendations for sustainable teaching, including the development of teacher training systems, curriculum module design, student media literacy enhancement, and pedagogical reconstruction aligned with the Sustainable Development Goals (SDGs). These findings provide both theoretical and practical contributions to the effective and sustainable integration of AIGC into higher design education.
Journal Article
Towards a Sustainable Interior Design for Classrooms as an Approach to an Enriching Learning Environment for Design and Arts Students: King Faisal University as a Model
Recently, there has been an increasing interest in sustainable design to improve and treat interior space to reduce pollution and protect the environment. Given the global trend towards increasing the ability of interior design elements to adapt to environmental conditions to improve the efficiency of interior spaces, we found it important to conduct a study on the development of interior design for classrooms in the Art Education Department at the College of Education at King Faisal University. This study aimed to reveal the reality of classrooms in the Art Education Department and reach a proposed vision for designing classrooms to achieve environmental sustainability in the Art Education Department at King Faisal University. This study used the descriptive survey method and the descriptive analytical method due to their suitability for this study. The study sample consisted of approximately 100% of faculty members and 100% of students in the Art Education Department at King Faisal University. The results showed that the design standards required to be achieved to create environmental sustainability in the classrooms of the Art Education Department at King Faisal University from the point of view of faculty members and students were only slightly appropriate, and there was a noticeable agreement by the arbitrators specialized in the field of design and arts that the proposed concept for designing classrooms to achieve environmental sustainability was highly acceptable.
Journal Article
From Abstraction to Realization: A Diagrammatic BIM Framework for Conceptual Design in Architectural Education
The conceptual design phase in architecture establishes the foundation for subsequent design decisions and influences up to 80% of a building’s lifecycle environmental impact. While Building Information Modeling (BIM) demonstrates transformative potential for sustainable design, its application during conceptual design remains constrained by perceived technical complexity and limited support for abstract thinking. This research examines how BIM tools can facilitate conceptual design through diagrammatic reasoning, thereby bridging technical capabilities with creative exploration. A mixed-methods approach was employed to develop and validate a Diagrammatic BIM (D-BIM) framework. It integrates diagrammatic reasoning, parametric modeling, and performance evaluation within BIM environments. The framework defines three core relationships—dissection, articulation, and actualization—which enable transitions from abstract concepts to detailed architectural forms in Revit’s modeling environments. Using Richard Meier’s architectural language as a structured test case, a 14-week quasi-experimental study with 19 third-year architecture students assessed the framework’s effectiveness through pre- and post-surveys, observations, and artifact analysis. Statistical analysis revealed significant improvements (p < 0.05) with moderate to large effect sizes across all measures, including systematic design thinking, diagram utilization, and academic self-efficacy. Students demonstrated enhanced design iteration, abstraction-to-realization transitions, and performance-informed decision-making through quantitative and qualitative assessments during early design stages. However, the study’s limitations include a small, single-institution sample, the absence of a control group, a focus on a single architectural language, and the exploratory integration of environmental analysis tools. Findings indicate that the framework repositions BIM as a cognitive design environment that supports creative ideation while integrating structured design logic and performance analysis. The study advances Education for Sustainable Development (ESD) by embedding critical, systems-based, and problem-solving competencies, demonstrating BIM’s role in sustainability-focused early design. This research provides preliminary evidence that conceptual design and BIM are compatible when supported with diagrammatic reasoning, offering a foundation for integrating competency-based digital pedagogy that bridges creative and technical dimensions of architectural design.
Journal Article