Exploring transformative pedagogies for built environment disciplines: The case of interdisciplinarity in low carbon transition

Sibilla, Maurizio; Kurul, Esra

Abstract

The integration of transformative pedagogies into curricula is recognized as a strategy to deal with the new demands of complexity in learning, which include equipping future professionals with the necessary knowledge and skills to transition to a low carbon built environment. It requires a dedicated interdisciplinary learning environment. Creating this environment remains a challenge due to the lack of a learning tool to facilitate an interdisciplinary approach. Perhaps due to this challenge, interdisciplinarity within the context of low carbon transition (LCT) in the built environment has not been sufficiently explored. This study deals with this gap in the literature by developing a pedagogical approach founded on the combined use of Grounded Theory Method, Cognitive Mapping Technique and Meaningful Learning Activities. This paper focuses on the testing phase of this approach, which engaged researchers, postgraduate and undergraduate students. The findings promote a transformative pedagogy to explore the socio-technical dimension of the LCT. They point out the type of interdisciplinarity, which we need to integrate into traditional curricula, moving from vocabulary construction at the undergraduate level to exploration of different perspectives at the postgraduate level. Recommendations on the ways in which this approach could become common practice are also made.

Citation

Sibilla, M., & Kurul, E. (2021). Exploring transformative pedagogies for built environment disciplines: The case of interdisciplinarity in low carbon transition. Building Research and Information, 49(2), 234-247. https://doi.org/10.1080/09613218.2020.1811076

• Journal Article Type: Article
• Acceptance Date: Aug 12, 2020
• Online Publication Date: Aug 26, 2020
• Publication Date: 2021
• Deposit Date: Jul 13, 2023
• Journal: Building Research and Information
• Print ISSN: 0961-3218
• Electronic ISSN: 1466-4321
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 49
• Issue: 2
• Pages: 234-247
• DOI: https://doi.org/10.1080/09613218.2020.1811076
• Public URL: https://uwe-repository.worktribe.com/output/10938833