Assessing the integration of building science in higher education curricula: implications for climate change adaptation in the built environment
Rajashree Shashikant Kotharkar1*, Riddhi Sarda1, Roopal Deshpande2
1: VNIT Nagpur, Nagpur, India;
2: SMMCA Nagpur, Nagpur, India
DOI: 10.62744/CATE.45273.1188-161-171
Email: rskotharkar@gmail.com
Abstract:
This study critically examines the readiness of professionals in India to address the consequences of climate change. With a focus on architecture education, 15 institutes offering undergraduate courses were identified. The study solely assesses course syllabi on crucial building science topics related to climate change adaptation. The alignment of building science with the model curriculum guidelines provided by COA is also examined. The findings reveal certain building science topics are present in the syllabi only in a fundamental manner. However, there are gaps in in-depth coverage, integration with design studios, and practical skill development. The implications of these findings highlight the need for curriculum enhancements in architecture education, ensuring a comprehensive understanding of building science principles and their application in addressing climate change challenges. The study's application extends to guiding higher education institutions in revising their curricula to align with the urgent climate change impacts. Future research directions involve qualitative analyses and cross-country comparisons to enrich the discourse on integrating building science principles and climate adaptation into architecture education.
Keywords: Built Environment, Higher Education Institutes in India, Climate Change, Education of BuildingScience, COA