Norway-UK comparative analysis of sustainability in design education

Nenad Pavel, Emilene Zitkus

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Education for sustainability seeks to educate students in a manner that promotes sustainable development, acknowledging upcoming societal, economic, and technological changes and equipping learners to adapt to these developments. This preliminary exploratory study investigates British and Norwegian government strategies and visions that address these changes and compares them to curricula for design education. This study uses a hermeneutical approach to textual interpretation based on emerging topics from the strategies, and analyses the curricula in light of sustainable education and transformative theory. The findings show the similarities between the two countries; both favour technical skills, whereas issues of an aging society and practicing critical reflection are rarely addressed. Therefore, this paper calls for discussion on the formulation of design education curricula and the skills it prioritises.
Original languageEnglish
Title of host publicationDesign Education
Subtitle of host publicationDiversity or Conformity? Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE18)
EditorsErik Bohemia, Lyndon Buck, Peter Childs, Stephen Green, Ashley Hall, Aran Dasan
PublisherThe Design Society
Pages610-615
Number of pages6
ISBN (Print)9781912254026, 1912254026
Publication statusPublished - 2018
Externally publishedYes
Event20th International Conference on Engineering & Product Design Education - Imperial College London, London, United Kingdom
Duration: 6 Sep 20187 Sep 2018
Conference number: 2018
https://epde.info/epde2018/

Publication series

NameE & PDE

Conference

Conference20th International Conference on Engineering & Product Design Education
Abbreviated titleE and PDE
CountryUnited Kingdom
CityLondon
Period6/09/187/09/18
Internet address

Fingerprint

Norway
sustainability
curriculum
education
education curriculum
technological change
economic change
sustainable development
interpretation
student
Society

Cite this

Pavel, N., & Zitkus, E. (2018). Norway-UK comparative analysis of sustainability in design education. In E. Bohemia, L. Buck, P. Childs, S. Green, A. Hall, & A. Dasan (Eds.), Design Education: Diversity or Conformity? Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE18) (pp. 610-615). (E & PDE). The Design Society.
Pavel, Nenad ; Zitkus, Emilene. / Norway-UK comparative analysis of sustainability in design education. Design Education: Diversity or Conformity? Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE18). editor / Erik Bohemia ; Lyndon Buck ; Peter Childs ; Stephen Green ; Ashley Hall ; Aran Dasan. The Design Society, 2018. pp. 610-615 (E & PDE).
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abstract = "Education for sustainability seeks to educate students in a manner that promotes sustainable development, acknowledging upcoming societal, economic, and technological changes and equipping learners to adapt to these developments. This preliminary exploratory study investigates British and Norwegian government strategies and visions that address these changes and compares them to curricula for design education. This study uses a hermeneutical approach to textual interpretation based on emerging topics from the strategies, and analyses the curricula in light of sustainable education and transformative theory. The findings show the similarities between the two countries; both favour technical skills, whereas issues of an aging society and practicing critical reflection are rarely addressed. Therefore, this paper calls for discussion on the formulation of design education curricula and the skills it prioritises.",
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Pavel, N & Zitkus, E 2018, Norway-UK comparative analysis of sustainability in design education. in E Bohemia, L Buck, P Childs, S Green, A Hall & A Dasan (eds), Design Education: Diversity or Conformity? Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE18). E & PDE, The Design Society, pp. 610-615, 20th International Conference on Engineering & Product Design Education, London, United Kingdom, 6/09/18.

Norway-UK comparative analysis of sustainability in design education. / Pavel, Nenad; Zitkus, Emilene.

Design Education: Diversity or Conformity? Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE18). ed. / Erik Bohemia; Lyndon Buck; Peter Childs; Stephen Green; Ashley Hall; Aran Dasan. The Design Society, 2018. p. 610-615 (E & PDE).

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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N2 - Education for sustainability seeks to educate students in a manner that promotes sustainable development, acknowledging upcoming societal, economic, and technological changes and equipping learners to adapt to these developments. This preliminary exploratory study investigates British and Norwegian government strategies and visions that address these changes and compares them to curricula for design education. This study uses a hermeneutical approach to textual interpretation based on emerging topics from the strategies, and analyses the curricula in light of sustainable education and transformative theory. The findings show the similarities between the two countries; both favour technical skills, whereas issues of an aging society and practicing critical reflection are rarely addressed. Therefore, this paper calls for discussion on the formulation of design education curricula and the skills it prioritises.

AB - Education for sustainability seeks to educate students in a manner that promotes sustainable development, acknowledging upcoming societal, economic, and technological changes and equipping learners to adapt to these developments. This preliminary exploratory study investigates British and Norwegian government strategies and visions that address these changes and compares them to curricula for design education. This study uses a hermeneutical approach to textual interpretation based on emerging topics from the strategies, and analyses the curricula in light of sustainable education and transformative theory. The findings show the similarities between the two countries; both favour technical skills, whereas issues of an aging society and practicing critical reflection are rarely addressed. Therefore, this paper calls for discussion on the formulation of design education curricula and the skills it prioritises.

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Pavel N, Zitkus E. Norway-UK comparative analysis of sustainability in design education. In Bohemia E, Buck L, Childs P, Green S, Hall A, Dasan A, editors, Design Education: Diversity or Conformity? Proceedings of the 20th International Conference on Engineering and Product Design Education (E&PDE18). The Design Society. 2018. p. 610-615. (E & PDE).