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Sustainability 2017, 9(8), 1355;

Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change

Faculty of Architecture, University of Belgrade, Bulevar kralja Aleksandra 73/2, 110000 Belgrade, Serbia
Author to whom correspondence should be addressed.
Received: 13 June 2017 / Revised: 12 July 2017 / Accepted: 25 July 2017 / Published: 1 August 2017
(This article belongs to the Section Sustainable Education and Approaches)
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This article gives an insight into the problem of climate change awareness in the process of architectural education. The course Urban Structure at the University of Belgrade, Faculty of Architecture, is used as a case study that reveals a sensitive relationship between the university curriculum, teaching methodologies, students’ experiences/obtained knowledge and the local background. The course included Problem Based Learning method in order to increase applicability of up-to-date knowledge on climate change. The results were tested before and after taking the course, via survey based on the semi-open type of questionnaire, distributed among 246 course attendees. The testing was conducted twice, during the school years 2013–2014 and 2014–2015. The comparison between the knowledge acquire via theory (the test results provided at the beginning of the course) and the knowledge obtained by Problem Based Learning (the results obtained after the course ended) confirmed the increased level of student’s awareness of environmental problems, as well as the extended scope of their ability to respond to occurring problems caused by climate change. Furthermore, the results obtained by a questionnaire are used for setting of new educational guidelines. View Full-Text
Keywords: architectural education; climate change; problem based learning architectural education; climate change; problem based learning

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Stupar, A.; Mihajlov, V.; Simic, I. Towards the Conceptual Changes in Architectural Education: Adjusting to Climate Change. Sustainability 2017, 9, 1355.

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