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Sustainability
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Communication and Education on Sustainable Architecture and Urbanism
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Communication and Education on Sustainable Architecture and Urbanism

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Sustainable Education and Approaches".

Deadline for manuscript submissions: closed (30 September 2019) | Viewed by 6680

Special Issue Editors

Prof. Thorsten Schuetze

E-Mail Website
Guest Editor
Department of Architecture, Sungkyunkwan University, Seoul 03063, Republic of Korea
Interests: sustainable architecture and urbanism; integrated design; resource efficiency; urban resilience; climate adaptation; mitigation of climate change; zero emission buildings and districts; water sensitive urban design and planning
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Santiago Porras Álvarez

E-Mail Website
Guest Editor
Department of Architecture, Korea University, Seoul, Korea
Interests: architectural education; sustainability in architecture and urbanism; theory of architecture and design

Special Issue Information

Dear Colleagues,

Within the context of the 2030 Agenda for Sustainable Development, urgent action is required in order to build sustainable environments. Therefore, Architecture and Urbanism play an important role in sustainable development. The main challenges are related to new urbanization and construction processes, as well as the maintenance and adaptation of existing built environments and infrastructures. Both require well-trained professionals for planning, realization, and management. Furthermore, sustainable development asks for the participation and communication of involved stakeholders, including, for instance, investors, planners, companies, policy makers, and users.

Participation and communication processes are often challenging, but they open immense opportunities for the creation of synergies between different sectors and are indispensable for strong sustainable development Well-planned tourist developments, for example, can support sustainable development and revitalization on various scales, from neighborhood -, over town, and regional to even national levels. Economic, social, and cultural benefits can be created by different means. However, communication and education are indispensable elements for facilitating sustainable development processes.  

This issue focuses on articles that discuss experiences, as well as multidisciplinary and cross-sectional research that is related to communication and education for sustainable development in the areas of architecture and urbanism. Articles may discuss creative new and innovative ways of communication and education. The focus can be on the integration of sustainability issues in educational programs of institutions on different levels. Included may be the training of architects, town planners, and urban designers, as well as stakeholders involved in sustainable building and urbanization processes in a wider context. Addressed may be approaches to improve communication and understanding among different sectors and programs, and at various scales and in specific contexts. Potential aims can be related to the creation of more integrated, solid, and effective frameworks for action in order to achieve sustainable development.  

Contributions may be related to single or multiple aspects of the subsequently listed topics and keywords. However, articles do not necessarily need to include one of the keywords as far as they are related to the general thematic focus of this special journal issue:  

a. Sustainable Architecture and Urbanism

Actions addressed in Sustainability Communication and Education: New developments, redevelopments, urban developments, rural developments, and tourism developments.

Levels and Scales Addressed in Sustainability Communication and Education: Building, neighborhood, district, city regional, national, and international.

b. Communication and Education

Directions of knowledge dissemination in Sustainability Communication and Education: Horizontal, bottom-up, and top-down.

Actors involved in Sustainability Communication and Education: individuals, communities, institutions, organizations (non-governmental, governmental), industry, entrepreneurs, users, academia, and professionals.

Innovative integrated sustainability education programs on different levels: basic, elementary, higher, and further education programs.

Media and Means of communication and dissemination in Sustainability Communication and Education: Analogue, digital, world wide web, video, writing, audio, social media networks, lectures, workshops, courses, discussions, pamphlets, integrated innovative approaches, professional, further, secondary, and primary.

Prof. Dr. Thorsten Schuetze
Prof. Dr. Santiago Porras Álvarez
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Sustainability is an international peer-reviewed open access semimonthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • sustainable architecture and urbanism
  • sustainable development
  • new urban developments
  • urban re-developments
  • tourist developments
  • integrated sustainable education
  • communication and education
  • digital communication
  • analogue communication

Published Papers (2 papers)

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Research

20 pages, 5156 KiB  
Communication
Building Inter-Personal Competence in Architecture and Urban Design Students through Smart Cities at a Higher Education Institution
by Daniel S. Oh
Sustainability 2019, 11(24), 7179; https://0-doi-org.brum.beds.ac.uk/10.3390/su11247179 - 15 Dec 2019
Cited by 3 | Viewed by 2892
Abstract
As the smart city concept and applications continue to evolve, traditional architects and urban designers are facing an increasingly uncertain future. This paper outlines an innovative educational format to bolster and perpetuate the interdisciplinary nature of architects and urban designers that resonates with [...] Read more.
As the smart city concept and applications continue to evolve, traditional architects and urban designers are facing an increasingly uncertain future. This paper outlines an innovative educational format to bolster and perpetuate the interdisciplinary nature of architects and urban designers that resonates with both sustainable development (SD) and smart cities (SCs). By applying ‘connective knowledge’ to the concept of interdisciplinarity education, a method was established that uses the SC concept to expand upon and create a bridge between distant disciplines in the context of higher education sustainable development (HESD). As a complementary educational pedagogy to the ‘whole institution approach’ to reduce barriers in higher education institutions (HEIs), this paper highlights an opportunity to apply the SC concept as a basis to construct an interdisciplinary design workshop to focus on building inter-personal competence, targeting university-level students majoring in architecture and urban design. The design workshop used microcontrollers and sensors as these are scalable and easily learnt building blocks of the Internet of Things and SCs. The inter-disciplinary workshop ran for 16 weeks with 14 students majoring in architecture and urban design and electrical engineering. Based on interviews and course evaluations, the experiment was vetted using capacities of inter-personal competence in sustainable development. A series of insights and findings from the design workshop indicated positive initial outcomes that were used to form a set of working criteria for the interdisciplinary design workshop. Future work will include structuring empirical data collection and analysis and expanding collaborations with other distant disciplines such as public administration and social innovation, as delineated by the SC concept. Full article
(This article belongs to the Special Issue Communication and Education on Sustainable Architecture and Urbanism)
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17 pages, 4379 KiB  
Article
From Uniformity to Sustainable Diversity: Exploring the Design Attributes of Renovating Standardized Classrooms in Korea
by Kyung Sun Lee, Hye Jeong Kim and Jieun Kang
Sustainability 2019, 11(20), 5669; https://0-doi-org.brum.beds.ac.uk/10.3390/su11205669 - 14 Oct 2019
Cited by 3 | Viewed by 3290
Abstract
Modern school buildings in South Korea, which were until the 1990s typically designed with standardized and monotonous features based on drawings provided by the government, are shifting to more well-designed spaces under a student-centered approach in this more creative and imaginative era. The [...] Read more.
Modern school buildings in South Korea, which were until the 1990s typically designed with standardized and monotonous features based on drawings provided by the government, are shifting to more well-designed spaces under a student-centered approach in this more creative and imaginative era. The purpose of this study is to examine the renovation priorities of design features based on the preferences of architects and educators, paying particular attention to classroom design for enhancing students’ spatial and aesthetic experiences. For this unusual approach, architects and school educator groups, who jointly plan the renovation of traditional classrooms, were surveyed on classroom design features and the spatial and aesthetic experiences of students. Forty-nine responses were analyzed using an importance–satisfaction analysis (ISA). The gap analysis for all respondents showed significant differences—a significance level of 0.05 between importance and satisfaction—in 31 design attributes in traditional and standardized classrooms. Both the architects and the school educator groups designated five attributes as being of the highest priority for the classroom renovations: ventilation, overall classroom shape, shape of furniture, floor material, and furniture material. Results of these analyses could become considerations for future classroom renovations by local governments to enhance educational environments. In addition, policy recommendations for applying the results of this study to be sustainable classroom renovation throughout South Korea could be an important topic of discussion. Full article
(This article belongs to the Special Issue Communication and Education on Sustainable Architecture and Urbanism)
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