Heritage conservation and energy efficiency considerations have converged in recent years. While new construction has focused on improved thermal performance to achieve high comfort levels in an energy efficient manner, the retrofitting of existing buildings with the same principles has just started to be recognised as a strategic measure, since they form much of the building stock and often have poor performance. In this context, listed heritage buildings play an important role and have the potential to lead as best practices. In fact, given their cultural significance, they are the most likely to remain for a long lifespan, so their adaptability to the future needs is of high importance. Although thermal retrofits were seen as a threat to conservation until recent decades, now they started to be recognised as a measure to help with the protection of heritage, ensuring healthy environments for a longer lifetime. In New Zealand, however, there is a gap between heritage preservation practices and environmental sustainability considerations. Existing policies only focus on other types of upgrades, such as seismic strengthening, fire safety and accessibility. In terms of industry practice, most retrofits only include shallow improvements, without making deep modifications to energy efficiency and indoor comfort. Therefore, there is the potential to use certification schemes for the retrofit of historic buildings in New Zealand. A comparison between three existing international retrofit certification schemes is presented, analysing GBC Historic Building ® , EnerPHit and BREEAM ® RFO. Each scheme has shown to have benefits and limitations -GBC ® and BREEAM ® provide a holistic approach, while EnerPHit focuses on energy and comfort. All schemes are relevant to NZ, as certified thermal retrofitting can bring longterm benefits in regards to energy savings and the health of the occupants of historic buildings, which are intangible aspects commonly disregarded in NZ building renovations.

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The institutional frameworks within which we conceive, design, construct, inhabit and manage our built environments are widely acknowledged to be key factors contributing to converging ecological crises: climate change, biodiversity loss, environmental degradation, and social inequity at a global scale. Yet, our ability to respond to these emergencies remains largely circumscribed by educational and professional agendas inherited from 20th-century Western paradigms. As the crises intensify, there is a compelling case for radical change in the educational and professional structures of the built environment disciplines. This paper presents a work-in-progress examination of an emergent architecture programme at Te Wānanga Aronui O Tāmaki Makau Rau/Auckland University of Technology (AUT), Aotearoa New Zealand. The program is within Huri Te Ao/the School of Future Environments, a transdisciplinary entity formed in 2020 to integrate research and teaching across Architecture, Built Environment Engineering, and Creative Technologies. The school itself is conceived as a collaborative project to co-create an outward-facing civic research platform for sharing ecologically positive design thinking across diverse communities of practice. The programme foregrounds mātauranga Māori (Indigenous ways of knowing), transdisciplinary systems, and regenerative design as regional place-oriented contributions to planetary-scaled transformation. We illustrate and evaluate a specific curriculum change tool, the Living Systems Wellbeing (LSW) Compass. Grounded in Te Ao Māori (Māori cosmology and context), the Compass offers a graphic means for students to navigate and integrate ecological relationships at different scales and levels of complexity, as well as affords insights into alternative foundational narratives, positive values, design strategies, and professional practices. This paper identifies four foundational factors for transformative pedagogies. The first factor is the value of a collectively held and clearly articulated vision and focus. The second factor is the capacity and commitment of an academic team that supports and values the vision. Thirdly, the vision needs to meet and acknowledge place-specific knowledges and values. Finally, the pedagogy should have an action research component founded in real-world interactions. While this research-based pedagogy is place-based and specific, we argue that these four factors are transferable to other learning institutions and can support critical pedagogies for social, cultural, and ecological wellbeing.

Este artigo faz uma análise técnica e econômica sobre a influência de vidros de fachadas na eficiência energética de um edifício comercial de escritórios em seis cidades brasileiras:

Edificações com grandes áreas envidraçadas nas fachadas vêm se consolidando como um estilo internacional de arquitetura de escritórios, mesmo que sua eficiência energética seja amplamente questionada em condições bioclimáticas brasileiras. Baseado nesse questionamento, o presente estudo tem como objetivo a determinação e análise dos impactos gerados por diferentes configurações de fachadas no consumo energético de edifícios de escritórios em condições bioclimáticas brasileiras. Utilizou-se o software de simulação EnergyPlus para modelar diferentes condições de fachada para um edifício de escritórios. Os parâmetros analisados são: percentual de abertura na fachada (WWR), tipos de vidro, configurações de fachada (exposta ou completamente revestida) e uso de isolante térmico. São analisadas sete cidades brasileiras: Curitiba,