Environmental architecture education : a comparative study between the curricula of Kuwait University and Newcastle University with reflection on policy making and end users

Abstract

This study investigates how, if at all, sustainable architecture education is practised in the Department of Architecture at Kuwait University. The thesis begins with the development of sustainable design and a brief history of education in Kuwait. Furthermore, it includes a critical discussion of architectural education theory, the role of architecture bodies in regulating both the profession, and architecture education competencies. The thesis begins with a background of the history of education, architectural education from apprenticeship level to formal Higher Education, the initiation of architecture accrediting bodies, and how environmental concepts were introduced into the curriculum through architecture accrediting bodies. The thesis exhibits different cases of theoretical approaches of architecture education, beginning with the UK, in which the political situation is a major driving force behind environmental education, and shifting to architecture education in SAPL, America (Texas A&M University), Kuwait University and Australian Sydney University., The different case studies also contribute to the debate about whether architecture schools, due to their different educational approaches, should be more strongly linked to other fields of study such as engineering and/or sociology, biology, building services, etc. The thesis displays the actual methods used in collecting field data, a summary of data analysis results using graphs, charts, etc., with more details of raw material included in the appendix section. The thesis identifies and discusses the influences upon sustainable architecture including policy, regulations, market forces, etc. These influences are identified as part of the three drivers of sustainability; environment, economy and society. It further concludes by linking the drivers of sustainable architecture with the attainment of sustainable architecture in Kuwait by implementing policies promoting it in accordance with international environmental policies and strategies. The thesis constructs a thorough argument for a new teaching environment for sustainable architecture in Kuwait drawn from the data analysis results and architecture education theories examined within. The recommended architecture education delivered provides a diagram of curriculum recommendations, and new teaching, learning and assessment methods within the right environment. Indicators to monitor the success of the proposed approach are included. The final recommendation of the research thesis provides a constructive description of the overall study, the key findings and the implications of the research, with a suggested framework for future research into curriculum development.