From science class to studio: supporting transformative sustainability learning among future designers

Purpose This study aims to describe the role of design thinking in achievement of transformative sustainability learning outcomes among undergraduate art and design students to support future curricular design efforts and thereby train sustainability minded future designers. Design/methodology/appro...

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Veröffentlicht in:International journal of sustainability in higher education Jg. 26; H. 8; S. 1891 - 1913
Hauptverfasser: Bales, Ashley D., Jensen, Christopher X Jon, Sekor, Michael Robert, Adinolfi, Bryan
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Bradford Emerald Group Publishing Limited 24.11.2025
Schlagworte:
Academic disciplines
Behavior Change
Behavior Modification
Building Design
Complexity
Concept mapping
Course Descriptions
Curriculum Design
Design
Designers
Ecology
Education
Educational objectives
Environmental Education
General Education
Government Role
Higher education
Influence of Technology
Interpersonal Relationship
Knowledge
Learner Engagement
Learning
Liberal Arts
Life Style
Lifestyles
Mathematics Education
Outcomes of Education
Pedagogy
Physical Environment
Population studies
Prior Learning
Reference Materials
Regression analysis
Required Courses
Role of Education
Social impact
STEM education
Student Motivation
Student Participation
Students
Surveys
Sustainability
Sustainable development
ISSN:1467-6370, 1758-6739, 1758-6739
Online-Zugang:Volltext
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Zusammenfassung:Purpose This study aims to describe the role of design thinking in achievement of transformative sustainability learning outcomes among undergraduate art and design students to support future curricular design efforts and thereby train sustainability minded future designers. Design/methodology/approach Baseline and culminating sustainability concept mapping assessments and reflective surveys were administered to 70 students enrolled in a general ecology and design-centric Ecology for Architects course. Correlation and regression analyses compared samples and case studies, further elucidated patterns of variation relating to the complexity and breadth of students’ sustainability knowledge and transformative potential. Findings Students in the design-centric course performed better on transformative sustainability indicator metrics than those enrolled in the General Ecology course, driven by improvement in design applications. Complexity of sustainability knowledge improved more among the general ecology students but was accompanied by declines in transformative indicators. Increasing foundational sustainability knowledge is unlikely, on its own, to support transformative learning. Survey responses indicated students were, however, motivated to apply what they learned to their design work, with the most significant improvement in transformative indicators seen in students enrolled in the design-centric course. Originality/value This study focuses on a population of students often marginalized in STEM education and provides a unique perspective on the value of design-centric general education courses in a population of students accustomed to design thinking pedagogies.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1467-6370
1758-6739
1758-6739
DOI:10.1108/IJSHE-02-2024-0094