While tremendous efforts have been dedicated to the exposition and learning of sustainability principles, the gap between learning and application of sustainability principles remains unexplored. Therefore, the objective of this study is to provide an entry into the research gap between learning and application of sustainability principles. Likewise, the objective of this line of inquiry finds impetus in the provision of data desperately needed for educational institutions—design and aligned disciplines, and governmental bodies. As a result, the purpose of this study is to understand 1) how much sustainability principles are taught in design schools, 2) determine how much sustainability principles are applied, 3) analyze the relationship between the acquired and applied knowledge, and 4) investigate the relationship between pro-environmental behaviors and psychological aspects. Methodologically, this line of inquiry includes a mixture of qualitative and quantitative methods, including respectively focus groups and a survey questionnaire. Participants include students and faculty that facilitated cross-check data validity. This research findings captured that education for environmental issues in general is the catalyst that can change people’s perception to adapt pro-environmental activities or live in line with the concept of sustainability; however, findings suggest that knowledge alone is not sufficient to carry out pro-environmental behaviors.
|Keywords:||Sustainability Principles, Learning and Application of Sustainability, Design Education|
Texas Tech University, Manchester, CT, USA
Virginia Commonwealth University-Qatar, Doha, Qatar