Abstract
As part of a larger study aiming at building a pedagogical model for teaching sustainability to Thai undergraduate design students, this paper looks at key factors affecting the learners’ view of sustainability and their ability to think critically. A number of unique cultural issues will be explored, followed by discussion on the rationale and development of the curriculum interventions in a participatory action research plan that seeks to unfold if transformative learning is necessary for facilitating a paradigm shift towards sustainability in Thailand’s design education.
DOI
https://doi.org/10.21606/nordes.2015.028
Citation
Chotiratanapinun, T.(2015) Designing curriculum interventions for teaching sustainable design in Thailand, in Tham, M., Edeholt, H., Ávila, M. (eds.), Nordes 2015: Design ecologies, 7 - 10 June, Konstfack, Stockholm, Sweden. https://doi.org/10.21606/nordes.2015.028
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Designing curriculum interventions for teaching sustainable design in Thailand
As part of a larger study aiming at building a pedagogical model for teaching sustainability to Thai undergraduate design students, this paper looks at key factors affecting the learners’ view of sustainability and their ability to think critically. A number of unique cultural issues will be explored, followed by discussion on the rationale and development of the curriculum interventions in a participatory action research plan that seeks to unfold if transformative learning is necessary for facilitating a paradigm shift towards sustainability in Thailand’s design education.