Integration of Sustainability into Architectural Education at Accredited Korean Universities

Abstract

This paper examines the integration of sustainability principles into architectural education programs at South Korean Universities that have been accredited by the Korea Architectural Accrediting Board (KAAB). Accreditation requires the successful implementation of 30 so-called Student Performance Criteria (SPCs). Similar to recent improvements to international architectural education, different principles of sustainability have been successfully implemented by the KAAB. This paper identifies eight sustainability-related SPCs that can be utilized to teach sustainability. The analysis of 48 accredited five-year architectural education program curricula in South Korea has revealed which sustainability-related SPCs are addressed each semester. Furthermore, the average number of credits per sustainability-related SPC in different course types, such as theory courses and design studios, has been identified. Theory courses with an emphasis on sustainability education have been defined as sustainability core courses. The results reveal that a majority of existing programs primarily address environmental aspects of sustainability. Furthermore, a sequential course structure analysis elucidates three main curriculum types, with different potential for integrated sustainability education in sustainability core courses and design studios: (i) sustainability core course preceding (high potential); (ii) sustainability core courses and design studio, accompanying (high potential); and (iii) sustainability core course following (low potential).