Charting
Narratives

respondents rated to what extent they agree or disagree with a list of statements.

almost all of the respondents strongly agreed that sustainable design must be addressed in schools and be a core part of educational curricula .

however, respondents are only fairly satisfied with the level and depth of teaching content .

at any time, you can switch the group of respondents you are currently seeing on the visuals by pressing the button at the bottom.

• All respondents, with no distinction between staff and students

• All respondents, making distinction between staff and students

• Students only

• Staff only

color clues are present in all charts to emphasize the currently selected group of respondents.

the level of agreement across the sentences was nearly identical among staff and students .

the greatest difference lies in the sentence that asked how explicitly sustainable design was being taught .

most respondents declared having a moderate understanding of sustainable design.

and just a minority of them declared a low comprehension of it.

but sustainable design in architecture encompasses a variety of concerns. So, which are the ones the respondents believe they grasp the most?

some of the broader topics such as the impact of architecture on the Environment , Health, and Wellbeing are the best understood.

on the other hand, more specific concerns and practices like Post Occupancy Evaluation , Net Zero Energy Design , Ecological Resilience and Regenerative Design , Embodied Carbon , and Life-Cycle Assessment appear to have the lowest comprehension.

how does the expertise in each of these categories interact with the overall understanding of sustainable design. Darker tones indicate deeper knowledge.

in general, as one's overall knowledge of sustainable design increases, each aspect becomes better understood.

comparing the average expertise level of each specific knowledge area between respondents with declared high overall knowledge in sustainable design and those with low declared overall knowledge provides a proxy for the percentage of knowledge gain. Darker tones indicate the strength of knowledge gain increase.

notably, the rates of knowledge improvement in Ecologic Resilience and Regenerative Design , Net Zero Energy Design , Post-Occupancy Evaluation , Adaptive Reuse , and Embodied Carbon relative to general overall knowledge show the most increases.

at the time of the survey, what were the main teaching methods students learn sustainable design from?

student responses suggest that Lectures , Design Studios , and Project briefs are the common teaching methods for sustainable design.

interestingly, the student responses also suggest that Lectures are the preferred method for learning sustainable design...

... and staff responses suggest the same.

around six out of ten students expressed a desire to learn sustainable design through Field study/site visit .

but at the time of the survey, Field Study / Site Visit was one of the least common of the reported methods.

in addition to understanding more about the current teaching and learning methods, the survey asked about the barriers and obstacles to learning .

respondents rated the extent to which these issues were making it harder to progress in sustainable design.

the dominant issues could be described as access or capacity challenges .

Lack of time , Amount of issues to cover , and Dilemmas about where to start were tied as primary obstacles for students .

the respondents shared their preferred digital resources for learning sustainable design.

in general, students are seeking to learn sustainable design mostly through Sample projects and case studies , Interviews with architects , Student project examples and Glossary of definitions and key concepts and terms .

each of these three resources belongs to a different group, highlighting the importance of having a variety of content available .