Toward a social responsibility-based model for urban design education

Khatami, Seyed Mahdi; Boujari, Pouria; Ranjbar, Ehsan

doi:10.1057/s41289-022-00195-9

Cited by 4 publications

(2 citation statements)

References 52 publications

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“…These relationships encourage a collaborative and informationsharing culture, yielding transdisciplinary solutions with far-reaching ramifications. The relevance of transnational research cooperation in producing high-impact outcomes is emphasized in Research Policy (Khatami et al, 2022). The International Sustainable Campus Network (ISCN) supports campus sustainability initiatives and social responsibility by encouraging institutions to share best practices and learn from one another's accomplishments, so contributing to a global movement toward a more sustainable future (Sart, 2023).…”

Section: Global Partnerships For Knowledge Exchangementioning

confidence: 99%

Global Catalysts: Empowering Universities for Social Change in Developing Countries

Saaida

2023

edu

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This study examines the role of universities in promoting change in developing countries, despite facing constraints such as inadequate finance, outdated infrastructure, and the lack of comprehensive frameworks. The methodology of the study will employ a descriptive approach, focusing on direct observation and the recording of social change efforts in universities in developing countries. A selective sample will be chosen, and qualitative data will be evaluated using thematic analysis. It analyzes existing programs, provides a holistic framework for long-term social change, and investigates the role of universities in bringing about real change. This study empowers universities in low-income countries to address societal concerns using their intellectual capital, research capacity, and human resources. It examines contextual limits, best practices, and development areas, acknowledging limitations and highlighting the importance of future research for effective solutions and societal transformation in developing countries. This study explores the challenges universities face in promoting social transformation in developing nations, adding to the ongoing debate on higher education's capacity. It offers a holistic framework for long-term social change and has significant implications for policymakers, educators, and stakeholders interested in using universities' capacity for genuine social change. The study reached important results, which represented, first, a multifaceted approach to social transformation by playing a decisive role in facilitating social transformation by adopting a multifaceted approach. Then adopting a people-centered approach yields positive results, leading to positive social transformation and long-term growth. This is followed by emphasizing that global cooperation is vital and important in collaborating with global partners and international organizations in addressing complex societal issues and benefiting from diverse knowledge.

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Section: Global Partnerships For Knowledge Exchangementioning

confidence: 99%

Global Catalysts: Empowering Universities for Social Change in Developing Countries

Saaida

2023

edu

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“…For those who, like architects and engineers, are called upon to conceive and create living spaces, these intellectual concerns must undoubtedly be brought to the fore in the contemporary design debate [12], [13]. What responsibility do we have in designing environments and territories in which technology unleashes its full potential as a tool to improve the wellbeing of our communities and the environment, allowing populations to reduce their vulnerabilities?…”

Section: 'Design For Vulnerables': the Responsibility Of Designers To...mentioning

confidence: 99%

Technological and Energy Challenges in the Most Vulnerable Communities: A Study in the State of Chihuahua, Mexico

GIORGI,

LOZOYA

2023

WIT Transactions on Ecology and the Environment

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Based on the assumption that the technological system is assuming a leading role as a driver of socioenvironmental development for contemporary societies, the 'Design for Vulnerables -Technology Challenge' research project aims to define strategies to facilitate the adaptation of technological devices in the most vulnerable communities, with the aim of overcoming the socio-environmental threats that contribute to creating situations of vulnerabilities. Defining the most appropriate methodologies to encourage technology adaptation to reduce vulnerabilities remains one of the main challenges for architecture and urban planning. The 'Design for Vulnerables -Technology Challenge' research project works with multidisciplinary approaches; there are seven disciplines involved in four communities of the state of Chihuahua, Mexico: Paso del Norte, Chihuahua (urban); Nuevas Delicias, Chihuahua (periurban); La Regina, Julimes (rural) and Basaseachic, Ocampo (forestry). With the goal to understand methodologies for technology adaptation and to reduce vulnerabilities, the research group is implementing (together with the residents) tech-based interventions, studying their adaption and evaluating their impact on the built environment. The aim of this article is to: (1) describe the analysis and planning processes conducted with vulnerable communities; (2) describe the projects defined by the communities during the participatory planning process and their relationship with the context;(3) analyse the characteristics of these projects; and (4) observe how these characteristics are related to the technological appropriation and energy limitations of the studied contexts. In the four communities, six 'hub-oriented' and 'tech-based' projects have been defined together with the residents. All of them had to face energy challenges, trying to demonstrate the possibility of independency and replicability of the projects.

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Co-creation for Sustainable Well-being: A Value-Driven Initiative in Bangladeshi Higher Education

Islam,

Rashid

et al. 2024

Co-Creation for Academic Enhancement in Higher Education

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The chapter highlights a value-driven initiative of co-creation in teaching and learning in higher education institutions to address the needs that emerged among local communities. The study presents three cases from three universities in Bangladesh. Findings demonstrate that staff-student co-creation can be applied as an inclusive tactic for facilitating teaching and learning in higher education. It can also build awareness among learners as active well-being agents. The pedagogical approaches endorsed several sustainable development goals (SDGs) and accrued cumulative social, economic and environmental values for the local community. The analysis of the cases offers significant implications for educators, researchers, and policymakers in academia and beyond.

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Toward a social responsibility-based model for urban design education

Cited by 4 publications

References 52 publications

Global Catalysts: Empowering Universities for Social Change in Developing Countries

Global Catalysts: Empowering Universities for Social Change in Developing Countries

Technological and Energy Challenges in the Most Vulnerable Communities: A Study in the State of Chihuahua, Mexico

Co-creation for Sustainable Well-being: A Value-Driven Initiative in Bangladeshi Higher Education

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