Towards Sustainable Education by Design: Evaluating Pro-Ecological Architectural Solutions in Centers for Environmental Education

Tomasz Bradecki (), Barbara Uherek-Bradecka, Anna Tofiluk, Michael Laar and Jonathan Natanian
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Tomasz Bradecki: Faculty of Architecture, Silesian University of Technology, 44-100 Gliwice, Poland
Barbara Uherek-Bradecka: Faculty of Architecture, Civil Construction and Applied Arts, Academy of Silesia, 40-555 Katowice, Poland
Anna Tofiluk: Faculty of Architecture, Warsaw University of Technology, 00-661 Warszawa, Poland
Michael Laar: Faculty of European Campus Rottal-Inn, Deggendorf Institute of Technology, 94469 Deggendorf, Germany
Jonathan Natanian: Faculty of Architecture and Town Planning, Technion—Israel Institute of Technology, Haifa 3200003, Israel

Sustainability, 2024, vol. 16, issue 12, 1-25

Abstract: The imperative shift towards ecological consciousness in architectural design, driven by the pressing need to mitigate energy consumption and carbon emissions while fostering user well-being, has propelled the discourse on sustainable architecture to the forefront of contemporary dialogue. Concepts such as ecological architecture, sustainable, green, and regenerative design have emerged as pivotal frameworks aimed at aligning architectural practices with environmental imperatives. In this evolving architectural landscape, the centers for ecological education (CEEs) play an important role, embodying the intersection of architecture and ecological education. These centers, with their diverse educational initiatives, provide dedicated spaces for comprehensive ecological education. However, a gap exists in the literature regarding studies focusing on CEEs and the evaluation criteria for such facilities. This article seeks to bridge this gap by evaluating buildings designated for ecological education, aiming to present ecological content while exemplifying sustainable architectural principles. The study employs a research by design approach, combining a literature review with site investigations and qualitative assessments to elucidate the unique challenges and opportunities inherent in designing CEEs. Criteria for assessing the ecological quality of buildings are formulated. Through a comparative analysis, the article identifies key parameters for evaluating CEEs, considering their dual function as educational spaces and architectural exemplars. The evaluation framework developed in this study provides a valuable tool for architects, designers, and policymakers seeking to promote ecological education and sustainable architectural practices.

Keywords: ecology education; sustainability features; demonstrative architectural solutions; sustainable solutions for built environment; experimental solutions in architecture (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
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