BK, S

Gillian, T

Ola, U

Yiqiang, Z

English

How do we ensure the next generation in the building profession are best equipped to respond to the challenges
of providing comfort in a rapidly heating world? As environmental science educators it is our job it is to pass this
responsibility to the next generation. For those whose work will be in the global ‘south’ this task is especially
crucial as we know that achieving thermal cooling is more energy consuming and harder to achieve than through
heating. In today’s world with greater communications and IT usage might this become easier to achieve? The
internationalisation of students in universities also means that the research and teaching of environmental
design courses to students whose ultimate work and practice location will be sites in the “tropical south”, needs
to be addressed. Today there is a great need to revisit the notion of a tropical design syllabus and associated
design courses to be taught to Western universities’ international student cohorts. Here we review the history
of tropical education across the world. It then considers the current status of environmental design teaching,
taking into account the incorporation of new tools for environmental science pedagogy; environmental
modelling, environmental apps, applications such as AI and VR. Finally, it suggests how future environmental
design teaching might benefit from incorporating new pedagogy to deliver sustainability-focused environmental
science teaching, to tomorrow’s practitioners and researchers

Plymouth Electronic Archive and Research Library

Comfort, Cooling and Critical Accountability: a teaching tools and research odyssey

https://pearl.plymouth.ac.uk/bitstream/10026.1/16144/1/WC2020_Proceedings_satish.pdf

Comfort, Cooling and Critical Accountability: a teaching tools and research odyssey

Abstract

Similar works

Full text

Available Versions

Plymouth Electronic Archive and Research Library