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Sustainability 2018, 10(1), 77;

Designing a Climate-Resilient Environmental Curriculum—A Transdisciplinary Challenge

Department of Urban Planning and Development Management, Chinese Culture University, Taipei 11114, Taiwan
Department of Architecture and Urban Design, Chinese Culture University, Taipei 11114, Taiwan
Author to whom correspondence should be addressed.
Received: 7 November 2017 / Revised: 22 December 2017 / Accepted: 22 December 2017 / Published: 29 December 2017
(This article belongs to the Special Issue Resilient Architectural and Urban Design)
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Building resilience is a promising transdisciplinary area that contributes to addressing the impacts of climate change. This paper focused on the design of climate-resilient environmental curriculums to enhance environmental quality. Transdisciplinary approaches have been recognized as being well-placed to assist responses to climate change, which is a complex phenomenon and problem. Semi-structured interviews were conducted to explore how climate-resilient environmental education can be integrated into the design, implementation, and practice transdisciplinary manner into curriculums. Transdisciplinary curriculum design is an important factor determining the quality of modules, especially in the field of environmental design, due to its real-life setting characteristics. As students are trained with new projects, and under different socioeconomic and environmental conditions, curriculum design requires modification. Moreover, promoting transdisciplinary studies is a new trend that influences curriculum design. Compared to the interdisciplinary approach, the transdisciplinary approach is concerned with issues and subjects that exist between disciplines, across different disciplines, and beyond all the disciplines, leading to an immense space of new knowledge. This approach leads to integrated research that involves non-academic participants. We concluded that the transdisciplinary approach is beneficial for students in two ways: better performance in practical modules, and addresses the real interests of the students. Feedback from students about the curriculum design suggested that, to consider the individual student’s personal circumstances, multiple training methods should be used. The transdisciplinary approach to climate-resilient environmental curriculum design using a participative process amongst stakeholders is crucial; however, in this study, different opinions amongst interviewed tutors may obstruct the realization of the students’ wishes. View Full-Text
Keywords: climate resilience; transdisciplinary approach; curriculum design; practical module climate resilience; transdisciplinary approach; curriculum design; practical module

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Yu, C.-Y.; Chiang, Y.-C. Designing a Climate-Resilient Environmental Curriculum—A Transdisciplinary Challenge. Sustainability 2018, 10, 77.

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