مقایسه تطبیقی آموزش دروس پایداری در دورۀ کارشناسی معماری (نمونه‌های موردی: دانشکده‌های معماری داخلی و خارجی)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری معماری، دانشکده معماری و هنر، دانشگاه یزد، یزد، ایران.

2 دانشیار، گروه معماری، دانشکده معماری و شهرسازی، دانشگاه صنعتی جندی‌شاپور دزفول، دزفول، ایران

3 استادیار گروه مرمت ابنیه تاریخی، دانشکده معماری و شهرسازی، دانشگاه صنعتی جندی‌شاپور دزفول، دزفول، ایران

10.30473/ee.2025.56173.2285

چکیده

معماری پایدار از مهم­ترین زمینه­های تحقیق نظریۀ «توسعۀ پایدار» قلمداد می­شود، انتظار می­رود تا محتوای کلی آموزشی معماری، هم­سو با مباحث توسعۀ پایدار تدوین شود؛ بنابراین هدف پژوهش، بازنگری محتوای دروس پایداری در تطابق با نیازهای کشور و به­روزرسانی برنامۀ آموزش متناسب با استانداردهای بین­المللی است. این پژوهش توسعه محور و رویکرد آن کیفی است. پرسش اصلی پژوهش این است که «چگونه می­توان مباحث دروس پایداری را آموزش داد که کمک‌کننده یک معمار در زمان طراحی باشد؟» برای پاسخگویی به این پرسش از روش تطبیقی-تفسیری بر اساس مقایسۀ تطبیقی مباحث و دروس پایداری در برنامۀ آموزشی دورۀ کارشناسی معماری ایران از سال 1370 تا 1403 و همچنین مقایسۀ تطبیقی برنامۀ آموزشی دورۀ کارشناسی معماری داخل با خارج کشور انجام می­شود. برای دستیابی به داده­های موردنظر از مطالعات اسنادی بهره­گرفته شده است. نتایج تحقیق نشان می­دهد؛ نگاه جزءنگر به دروس پایداری به­صورت ارائه تک‌درس، مدت‌زمان طولانی تحصیل در دوره کارشناسی و کم بودن تعداد دروس مرتبط با پایداری، تعداد ساعات کم دروس پایداری، عدم ارائه دروس اقلیمی از ابتدا دوره، عدم تلفیق دروس کارگاهی با مباحث دروس تئوری، اتکای بیشتر ارزیابی نهایی دروس بر آزمون کتبی نسبت به مشارکت کلاسی و پروژه ازجمله نقاط ضعف سرفصل دورۀ کارشناسی مهندسی معماری کشور در حوزۀ آموزش دروس پایداری است. در انتها پیشنهادهایی در دو سطح دانشکده‌های معماری و در سطح سیاست‌گذاران برنامه­های آموزشی بر اساس نقاط قوت برنامۀ آموزشی دانشکده­های معماری خارجی در راستای بهبود آموزش مباحث پایداری برنامه آموزشی معماری کشور ارائه شده است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

A Comparative Analysis of Sustainability Education in Undergraduate Architecture Programs: Case Studies of Domestic and International Architecture Schools

نویسندگان [English]

  • Mostafa Mohebian 1
  • Kourosh Momeni 2
  • Mehdi Pirhayati 3
1 Ph.D. Candidate in Architecture, Faculty of Art and Architecture, Yazd University, Yazd, Iran
2 Associate Professor, Department of Architecture, Faculty of Architecture and Urban Planning, Jundi-Shapur University of Technology, Dezful, Iran
3 Assistant Professor, Department of Restoration of Historic Buildings, Faculty of Architecture and Urban Planning, Jundi-Shapur University of Technology, Dezful, Iran
چکیده [English]

Sustainable architecture is considered one of the most critical research areas within the theory of sustainable development. It is expected that the overall educational content of architecture aligns with the principles of sustainable development. Therefore, this research aims to review the content of sustainability courses to ensure they meet the nation’s needs and to update the educational program in accordance with international standards. This is a development-oriented study with a qualitative approach. The primary research question is: “How can sustainability courses be taught in a way that assists architects during the design process?” To address this question, a comparative-interpretive method was employed, involving a comparative analysis of sustainability-related topics and courses in Iran’s undergraduate architecture curriculum from 1991 to 2023, as well as a comparison between domestic and international undergraduate architecture programs. Library research was used to obtain the necessary data. The findings indicate that a fragmented approach to sustainability courses—such as offering standalone classes, the extended duration of undergraduate studies with few sustainability-related courses, limited course hours, the absence of climate-related courses at the start of the program, lack of integration between workshop and theoretical courses, and greater reliance on written exams over class participation and projects in final assessments—are among the weaknesses of the current undergraduate architecture curriculum in Iran regarding sustainability education. The study concludes with recommendations for both architecture faculties and educational policymakers, drawing on the strengths of foreign architecture programs, to enhance the sustainability education component of Iran’s architectural curriculum.

کلیدواژه‌ها [English]

  • Sustainable Architecture
  • Architectural Education
  • Curriculum
  • Undergraduate Program
  • Climate
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