M. Samir Elsawy, H. Safey Eldeen

Misr International University (EGYPT)
Studies in the field of architectural education reveal that curricula design and implementation are partitioned, linear, and fragmented. Meanwhile, Costanza explains how the idea of sustainability is based on the acts of connection and linkage, as the word (sustainability) is derived from the Latin sustinere, meaning "to hold". In this essence, architectural education for sustainable development is based on the essence of upholding or supporting. Such aspect decrees a development of integrative, practical and interdisciplinary knowledge, as key concept that reflects tremendous changes on the mechanism of design education for sustainability. Therefore, it is argued that architectural education for sustainability goes beyond its mere association with vernacular architecture and building economics. Also, it is argued that architectural education for sustainability goes beyond belittling sustainability into fashion slogans and trendy statements in theoretical courses. It is believed that architectural education for sustainable development calls for an educational methodology that is built on establishing a relationship of various disciplines through a practical knowledge base, projects and scales of work that cross disciplinary lines. Such methodology should adopt a model of the world in an interpretation that is essential for the production of sustainable design. Also anticipated to serve as a prototype for learning by doing, crossing boundaries between courses, as well as addressing whole-systems thinking, that is to teach each students how to independently learn the concepts of sustainability, think and behave in sustainable terms.

A question evokes itself: how to reconsider the methodology of the syllabi in light of the demands of sustainability, given that courses do not necessarily offer such content?

The aim of this paper is to propose an answer for this question. It is based on determining key components that affect education in syllabi that do not contain sustainability values, yet, are expected to address the holistic way of thinking of students (stressed as key concept in architectural education for sustainable development). Then, a comparative analysis examines an election of courses that adopt whole-systems thinking in perception as well as in application. Bringing together the findings, a framework is then proposed, intended as an approach towards offering an educational methodology that targets the development of a higher quality of mind of students, preparing them to carry on their roles in creating sustainable futures.