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

Document Type : Research Paper

Authors

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

10.30473/ee.2025.56173.2285

Abstract

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.

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Main Subjects

References

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Journals of Environmental Education and Sustainable Development
Volume 13, Issue 3
2025
Pages 69-86

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