Prevention through Design (PtD) educational elements in engineering, architectural and construction domain: A review
Ismail, Shafienaz; Che Ibrahim, Che Khairil Izam; Belayutham, Sheila; Isa, Che Maznah Mat; Cheung, Clara; Manu, Patrick
Authors
Shafienaz Ismail
Che Khairil Izam Che Ibrahim
Sheila Belayutham
Che Maznah Mat Isa
Clara Cheung
Patrick Manu Patrick.Manu@uwe.ac.uk
Professor of Innovative Construction and Project Management
Abstract
Despite the increasing emphasis on early Prevention through Design (PtD) education, the extent to which educational elements need to be embedded in tertiary education remains unclear. To address these issues, a scoping review of the literature related to PtD education in the construction domain was conducted. Based on the 27 articles identified through Scopus and Web of Science (WoS) databases as well as the snowballing method, content analysis was adopted to identify the main PtD educational elements. A constructive learning approach was adopted to integrate the five main principles: content, learning outcome, learning environment, learning domain, and pedagogical approach with the PtD educational elements. The consolidation of the findings was then forwarded for the best practices of PtD educational elements aligned with constructive learning principles. These best practices were then demonstrated through a case study in an engineering program to showcase the applicability of the proposed PtD educational elements. Future directions were proposed to explore the integration of PtD courses into curricula, align learning outcomes and domains, and assess the impact of emerging technologies such as BIM and serious gaming on PtD learning. The findings could act as a point of reference for educational institutions to ideate a practical transformational change in the PtD curriculum design strategies in bridging the educational gaps. Such transformation could enhance PtD theoretical underpinning, practical and experiential learning for future graduates.
