Embedding sustainability and SDGs in architectural and planning education: reflections from a KAP survey, Egypt

Abstract

PurposeSustainable development requires a mental shift that induces behavioral modification. Education is central to sustainable development as it alters an individual's worldview. Egypt is a signatory to Agenda 2030 and its 17 Sustainable Development Goals (SDGs). Many Egyptian educational institutions have adopted the universal trend of incorporating sustainability and SDGs into their curricula. A recent UN assessment reports that Egypt faces challenges in meeting most SDGs. Therefore, this article investigates how students' knowledge, attitude and practices reflect their awareness regarding sustainability? Has their education induced any behavioral changes? What is the instructors' role in mainstreaming sustainability?Design/methodology/approachThe article investigates the progression of environmental consciousness among Egyptian architectural students and its relationship to sustainability. There are two sources of data: (1) documents, including study plans and course descriptions, and (2) a questionnaire developed and distributed electronically among students from public, private and international schools. The authors used a variety of data analysis methods. They used SPSS for statistical analysis to determine similarities among the students and correlations between variables. They then used Atlas.ti to analyze curricula, study plans and student replies to open-ended questions.FindingsThe interrogated curricula equate sustainability with the environment, as some consider energy conservation equivalent to environmental conservation and protection. Others emphasized environmental control issues as measures of green architecture. The results suggest that students' knowledge and awareness are not conducive to practices expected to yield sustainable designs. The impact of architectural and planning education on altering their attitudes is minimal. Public schools treat students as passive objects, whereas international and some private schools attempt to adhere to the globally accepted architectural pedagogy ideals, transforming the student's mindset.Research limitations/implicationsEducation in architecture is crucial to achieving sustainable development because it prepares future professionals who can contribute to sustainability through their practice. The findings show that architectural and planning education has a negligible effect on students' knowledge and attitudes, which influence their practices. Reforming architectural and planning education is a requirement to accomplish the SDGs. The reform requires instructors to introduce students to the theory of knowledge and critical thinking, thus enabling graduates to be competitive in global labor markets. Reforming education will direct the research agenda of staff members and graduate students toward contemporary research problems.Originality/valueThe research method that mixes qualitative and quantitative methods of inquiry is the first aspect of the originality of the research. Linking teaching methods in the studio with instructors' understanding of sustainability can explain why sustainable development is not clear in architectural and planning education in Egypt, which influences both professional practice and scientific research. Finally, the paper highlights the role of universities to be sustainable in embedding the concept and changing students' mindsets, thus improving Egypt's stand on the SDGs index.

Global Catalysts: Empowering Universities for Social Change in Developing Countries

“…Countries such as Kenya, India, Egypt, and Brazil have adopted environmentally sensitive urban policies, resulting in sustainable cities that improve the quality of life of residents while safeguarding the environment. This demonstrates the importance of academic research in policy development and decision-making processes at both the local and global levels (El-Kholei, & Yassein, 2023).…”

Sustainable Development Goals and the future of architectural education – cultivating SDGs-centred architectural pedagogies

“…(2) Highlighting the need for a mindset shift in sustainable development within Egypt's architectural curriculum (El-Kholei and Yassein, 2023).…”

“…In the context of Egypt, El-Kholei and Yassein (2023) argue, and rightly so, that sustainable development requires a mental shift that provokes behavioural change. And furthermore, that education is central to sustainable development as it alters an individual's worldview.…”

“…The key contributions they offer can be summed up as follows:Analysing the Architecture Guide to the UN 17 SDGs and developing a model examining for integrating sustainable design architectural education (Akgun et al ., 2023). Highlighting the need for a mindset shift in sustainable development within Egypt's architectural curriculum (El-Kholei and Yassein, 2023). Proposing WIL as a solution for knowledge fragmentation and for enhancing graduate employability (Briant et al ., 2023).…”

Significance of Higher Education in Transmitting Knowledge of Sustainable Developments: Insights from Vietnam

“…Historically, higher education has been recognized as a beacon of knowledge and enlightenment, empowering individuals to advance society and address its most pressing challenges (Sterling, 2004). Today, as the world grapples with the urgent need to address climate change, resource scarcity, economic disparities, and the erosion of social cohesion, higher education institutions have a new mandate-to foster sustainability as a core value and integrate it into every facet of their educational mission (Azeiteiro et al, 2019;El-Kholei & Yassein, 2023;MacPherson, 2011).…”