Sustainable environmental design: evaluating the integration of sustainable knowledge in Saudi Arabian architectural programs

Abstract

AbstractBy aligning Saudi Vision 2030 with the UN's SDGs, this study highlights the significant role of integrating sustainable environmental design knowledge into architectural education in Saudi Arabia. Viewing this integration as a moral obligation, it emphasizes equipping future architects with the skills to create environmentally responsible and resource-efficient buildings, fostering a sustainable and resilient built environment. This paper aims to examine the degree of integration of sustainability knowledge and assess the structural models incorporated into the architectural programs of six Saudi Arabian universities. Adopting a quantitative approach with qualitative insights, this research focuses on universities certified by the National Architectural Accrediting Board (NAAB) or accredited by recognized national and international bodies. This study is limited to the meso-level (curricular management) and includes structural models, course descriptions, learning outcomes, course sequences, and alignment with program visions and missions. A comprehensive review was conducted on all courses related to sustainability, collecting data from program websites. The main variables analyzed included sustainable environmental knowledge, total contact hours dedicated to sustainability courses, distribution across various course types, and patterns over a 5-year period. The units of analysis encompass program plans, vision and mission statements, learning outcomes, course syllabi, and descriptions. The findings reveal significant disparities in sustainability emphasis among programs, with Imam Abdul Rahman Al-Faisal University dedicating 42% of contact hours to sustainability, compared to 25 to 11% at other universities. This study highlights the need for integrating sustainability across design studio levels to provide students with practical skills across disciplines. Most programs use a “linear/parallel” or “partially integrated” model, requiring sustainability principles in graduation projects. However, elective sustainability courses are unpopular and do not adequately address curriculum gaps. This study highlights the necessity of further investigating the effectiveness of incorporating sustainability knowledge in architectural programs. Exploring specific areas for future research to enhance the integration of sustainability in architectural education is also recommended.