PLANNING EDUCATION AND SUSTAINABLE DEVELOPMENT: STUDENTS’ PERCEPTION AND KNOWLEDGE – A CASE FROM TURKEY

Ebru Cubukcu, Gözde Ekşioğlu

DOI: http://dx.doi.org/10.26687/archnet-ijar.v3i1.265

Abstract

Sustainable development is one of the great challenges of 21st century for various disciplines including city and regional planning. Studies showed that city plans fail to promote sustainable development, design professionals have limited understanding of sustainability issues, and curriculums in design education schools do not put the necessary emphasis on sustainability concepts. However, no study has tested whether planning students’ have a different perception and understanding of sustainable development than other students. Thus, this study aims to understand attitudes of planning students towards sustainable development and compare planning students’ and other students’ knowledge about sustainable development. Data were collected by means of questionnaires, which asked questions about perception and attitudes towards sustainable development, source of information to improve sustainability knowledge, and level of knowledge for general, legal and architectural aspects of sustainability. One hundred ten volunteers (79 planning students, 31 general students) participated in the study. Results showed that students thought that very little sustainable practice appears to be undertaken. Although, planning students thought that the sensitivity to sustainability determines an important percentage of their final grades in a studio project, they reported not using many of the sustainability principles in studios. In addition, planning students reported that they improve their understanding of sustainable development via classes, scientific articles and books. On the other hand, other students reported that they rely on visual and written media to improve their understanding of sustainable development. Despite those differences in sources of information, results showed that, planning students’ level of knowledge (for general, legal and architectural aspects of sustainability) was not different than that of other students. In conclusion, although this study has some methodological drawbacks it is important in highlighting the necessity for a better look to planning education.


Keywords

Sustainability; sustainable development; planning education; education; sustainable design

Full Text:

PDF

References

Al-Hassan, A.H. & Dudek, S.J.M. (2008). Promoting Sustainable Development in Arabia through Initiating an Arab Architecture Accrediting Board, CEBE Transactions, 5 (1), pp. 71-89

Berke, P. R. & Manta-Conroy, M. (2000). Are We Planning for Sustainable Development?: An Evaluation of 30 Comprehensive Plans, Journal of theAmerican Planning Association, 66 (1), pp. 21-33.

Branch, M. (1993). The State of Sustainability, Progressive Architecture, 74 (3), pp. 72-79.

Cotgrave, A. & Alkhaddar, R. (2006) “Greening the Curricula within Construction Programmes,” Journal for Education in the Built Environment, 1, pp. 3-29.

Douvlou E. (2006). Effective Teaching and Learning: Integrating Problem-based Learning in the Teaching of Sustainable Design, The Online Journal of CEBE, 3 (2), pp.23-36.

Franz, J. M. (1998). Attitudes towards Sustainability and Their Implication for Education, Practice And Future Research, In Proceedings Forum II: Architectural Education For The 3rd Millennium, pp. 453-60.

Hayles, C. S. & Holdsworth, S. E. (2008). Curriculum Change for Sustainability, Journal for Education in the Built Environment, 3 (1), pp. 25-48.

Iball, H. (2003). Mastering Sustainability, In Report of the Sustainability Special Interest Group (Architectural Education) on Behalf of the Centre for Education in the Built Environment.

Jucker, R. (2002). Sustainability? Never heard of it!. International Journal of Sustainability in Higher Education, 3 (1), pp. 8-18.

Manta, M. & Berke, P. R. (1998). How are we doing? A Look at the Practice of Planning for Sustainable Development. Carolina Planning, 23(2), pp. 29-40.

McDonald, G. & Brown, L. (1995). Going Beyond Environmental Impact Assessment: Environmental Input to Planning and Design, Environmental Impact Assessment Review, 15, pp. 483-495.

Salama, A. (2005). Skill-Based / Knowledge-Based Architectural Pedagogies: An Argument for Creating Humane Environments. In Proceedings of 7th International Conference of the IAHH-International Association of Humane Habitat-Enlightening Learning Environments, International Association of Humane Habitat – IAHH, Compact Disc, Mumbai, India.

Salama, A. (2007). An Exploratory Investigation into the Impact of International Paradigmatic Trends on Arab Architectural Education, Global Built Environment Review, 6 (2), pp. 31-43.

Salama, A. M. (2002). Environmental Knowledge and Paradigm Shifts: Sustainability and Architectural Pedagogy in Africa and the Middle East, Architectural Education Today: Cross-Cultural Perspectives. Comportments, Lausanne, Switzerland, pp. 51-59.

Salama, A.M. (2008). A Theory for Integrating Knowledge in Architectural Design Education, ArchNet-IJAR: International Journal of Architectural Research, 2 (1), pp.100-128.

Thomas, I., Okroglik, H. & Pollard, M. (1996). Surveying Environmental Considerations in Melbourne’s Residential Development, ASM, 3 (4), pp 257-284.

World Comission on Environment and Development (1987). Our Common Future. Oxford University Press, Oxford, United Kingdom.


Refbacks

  • There are currently no refbacks.




Copyright (c) 2015 International Journal of Architectural Research: ArchNet-IJAR



ABOUT US


- ISSN (Online) #1938 7806 - ArchNet-IJAR is covered by ArchNet@ MIT Libraries, Avery Index to Architectural Periodicals, EBSCO, CNKI, Pro-Quest, Scopus-Elsevier, Web of Science.

- Published work in ArchNet-IJAR is licensed under Creative Commons: CC-BY--NC-ND license, see http://creativecommons.org/licenses/by-nc-nd/3.0/

Copyrights © Archnet-IJAR 2007-2018

 
 

Hit Counter
Visitor Hits Since 15 Jan 2014