Embedding sustainability in architectural design: Insights from the Faculty of Engineering, Science and Technology (FEST)
DOI:
https://doi.org/10.62338/phajkg41Keywords:
Architectural Design, Community-Based Learning, Experiential Learning, Interdisciplinary Collaboration, Education for SustainabilityAbstract
This research investigated the integration of sustainability principles into architectural design education at the Faculty of Engineering, Science, and Technology (FEST) of the Maldives National University. A qualitative and exploratory case study methodology was utilised, using document analysis, semi-structured interviews, and observations from design studios to investigate the perceptions and applications of sustainability in architecture education among academics and students. The results indicate that FEST has embraced a holistic approach to sustainability. The faculty uses a variety of teaching strategies, such as community-based learning, experiential learning, and interdisciplinary collaboration, addressing the theory-practice gap identified in previous research. These strategies help students develop critical competencies, including systems thinking, critical reflection, and strategic planning, that are necessary for addressing complex sustainability challenges in the Maldivian built environment. While the programme demonstrates progress in developing sustainability-conscious architects, challenges remain in translating educational ideals into professional practice, especially in relation to social sustainability. This case study provides insights into effective strategies for incorporating sustainability within architectural design education in island contexts facing urgent sustainability challenges.
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