Revision of architectural design education in terms of sustainability, creativity and digitalisation

Karolina Życzkowska; Špela Hudnik

Revision of architectural design education in terms of sustainability, creativity and digitalisation

Abstrakt

The article explores different educational strategies in relation to architectural design courses, focusing on sustainability, creativity and digitalisation. The starting point for this research was a t-survey (t-teachers) among 40 teachers of architectural design from eight European universities, to examine different programme frames and the teachers’ attitude versus the design process. The survey findings facilitated the identification of two fundamentally contrasting programme models, one at Gdańsk University of Technology (Gdańsk Tech), Poland, and the other at Ljubljana University, Slovenia. These models were subjected to detailed comparison, along with the corresponding teaching methods, based on a proposed universal model of the design process. Finally, a fusion of approaches was proposed and implemented in an intensive workshop, called There is no Planet B, conducted at Gdańsk Tech in 2022. Results of the workshop were verified through an s-survey (s-students) conducted among 20 participants of the course, pointing to the value of performance in the development of creative skills and participatory design, and the potential of the video format for public debate on sustainability.

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Wersja publikacji: Accepted albo Published Version
Licencja: Copyright (WIETE 2024)

Słowa kluczowe

ARCHITECTURAL DESIGN EDUCATION, EDUCATIONAL STRATEGIES, SUSTAINABLE DEVELOPMENT, CREATIVITY, DIGITALISATION

Informacje szczegółowe

Kategoria:

Publikacja w czasopiśmie

Typ:

artykuły w czasopismach

Opublikowano w:

Global Journal of Engineering Education nr 26, strony 122 - 128,
ISSN: 1328-3154

Język:

angielski

Rok wydania:

2024

Opis bibliograficzny:

Życzkowska K., Hudnik Š.: Revision of architectural design education in terms of sustainability, creativity and digitalisation// Global Journal of Engineering Education -Vol. 26,iss. 2 (2024), s.122-128

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