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Sustainability is defined as the core subject of design education today, where the effectiveness of environmental design approach on studio courses of architecture discipline is still questioned. Sustainability in higher education must be adapted to curriculums in an integrated approach to enable shared knowledge on the significant amount of core material of applied courses. Therefore, better time management can be maintained through design education. Although, the subject matter of integrated course structure is discussed in related literature with various different approaches (Celadyn, World Trans Eng Technol Educ 15:317–322, 2017a, Glob J Eng Educ 19:207–212, 2017b, Sustain For 11(14):3820, 2019, Sustain For 12(18):7383,2020; Steinø and Davidsen, J Prob Base Learn High Edu 5(1):1–5, 2017; Karlsi, Procedia Soc. Behav Sci 106:1532–1539, 2013; Domenica Iulo et al. Int J Sustain High Educ 14(4):434–448, 2013; Gürel and Potthoff, Int J Art Design Edu 25(2):217–230, 2006; Gurel, Int J Art Des Educ 29:184–199, 2010; Hill, J Int Des 33:37–52, 2007; Fletcher and Dewberry, Int J Sustain High Educ 3(1):38–47, 2002), It is believed that the complex technical design and detailing requirements of sustainable projects can only be effectively taught through an integrated curriculum approach. Consequently, incorporating multiple courses, particularly those focused on environmental design and applied technical subjects, into design studios is seen as a promising way to foster a cohesive and comprehensive sustainability mindset in the design of built environments. This chapter describes the construction of a holistic curriculum for the teaching on sustainable development of the built environment through the integration of multiple courses in the case of a medium-scale University curriculum. Since studio design courses are conducted by the integration of multiple courses, effective time management is enabled through collaboration for different activities cultivated in different integrated courses. Integration will be analyzed through a multi-layer approach.

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Providing an Environmentally Responsible Design Experience in Architecture Education with the Integration of Multiple Courses: A Holistic Curriculum Study for Teaching on, About and for Sustainable Development of the Built Environment

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  • 发表日期：

    2025年

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  • Belgin Terim Cavka

摘要

Sustainability is defined as the core subject of design education today, where the effectiveness of environmental design approach on studio courses of architecture discipline is still questioned. Sustainability in higher education must be adapted to curriculums in an integrated approach to enable shared knowledge on the significant amount of core material of applied courses. Therefore, better time management can be maintained through design education. Although, the subject matter of integrated course structure is discussed in related literature with various different approaches (Celadyn, World Trans Eng Technol Educ 15:317–322, 2017a, Glob J Eng Educ 19:207–212, 2017b, Sustain For 11(14):3820, 2019, Sustain For 12(18):7383,2020; Steinø and Davidsen, J Prob Base Learn High Edu 5(1):1–5, 2017; Karlsi, Procedia Soc. Behav Sci 106:1532–1539, 2013; Domenica Iulo et al. Int J Sustain High Educ 14(4):434–448, 2013; Gürel and Potthoff, Int J Art Design Edu 25(2):217–230, 2006; Gurel, Int J Art Des Educ 29:184–199, 2010; Hill, J Int Des 33:37–52, 2007; Fletcher and Dewberry, Int J Sustain High Educ 3(1):38–47, 2002), It is believed that the complex technical design and detailing requirements of sustainable projects can only be effectively taught through an integrated curriculum approach. Consequently, incorporating multiple courses, particularly those focused on environmental design and applied technical subjects, into design studios is seen as a promising way to foster a cohesive and comprehensive sustainability mindset in the design of built environments. This chapter describes the construction of a holistic curriculum for the teaching on sustainable development of the built environment through the integration of multiple courses in the case of a medium-scale University curriculum. Since studio design courses are conducted by the integration of multiple courses, effective time management is enabled through collaboration for different activities cultivated in different integrated courses. Integration will be analyzed through a multi-layer approach.