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Long-Term Experience of Teaching Life Cycle Assessment and Circular Design to Future Architects: A Learning by Doing Approach in a Design Studio Setting

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  • Vanessa Gomes

    (Department of Architecture and Construction, School of Civil Engineering, Architecture and Urbanism, University of Campinas-UNICAMP, Campinas 13083-852, SP, Brazil)

  • Maristela Gomes da Silva

    (Technology Center, Federal University of Espírito Santo—UFES, Vitória 29075-910, ES, Brazil)

  • Doris Catharine Cornelie Knatz Kowaltowski

    (Department of Architecture and Construction, School of Civil Engineering, Architecture and Urbanism, University of Campinas-UNICAMP, Campinas 13083-852, SP, Brazil)

Abstract

Architects and urbanists help to shape the built environment, which is both highly impactful and indispensable to support the sustainable development of any society. Hence, they must not only have a basic understanding but also be trained to routinely incorporate sustainability checks into their design practice. Published pedagogical experience with teaching life cycle assessment (LCA) in higher education usually covers students with engineering backgrounds, often at the graduate level. No records of regular courses for architecture and urbanism undergraduates were found. After eight years of teaching, and involving 213 students, this paper shares experience and insights gained in the only undergraduate architecture and urbanism course in Brazil openly dedicated to teaching LCA and circular design metrics within the design studio atmosphere. To encourage and inspire other initiatives, the article emphasizes the last four course offers. The current course design is aligned with recent recommendations and international practice. Still, the total workload is insufficient to adequately tackle complex design objects. Students’ final grades across different years show improvements, but actual knowledge retention evaluation requires some post-course follow-up. We confirmed that undergraduate students can successfully apply LCA during design development with compatible additional effort if equipped with adequate tools. An online calculator was developed and is expected to allow expanded design experimentations in future editions.

Suggested Citation

  • Vanessa Gomes & Maristela Gomes da Silva & Doris Catharine Cornelie Knatz Kowaltowski, 2022. "Long-Term Experience of Teaching Life Cycle Assessment and Circular Design to Future Architects: A Learning by Doing Approach in a Design Studio Setting," Sustainability, MDPI, vol. 14(12), pages 1-29, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:12:p:7355-:d:839979
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    References listed on IDEAS

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    1. Ernesto Antonini & Andrea Boeri & Massimo Lauria & Francesca Giglio, 2020. "Reversibility and Durability as Potential Indicators for Circular Building Technologies," Sustainability, MDPI, vol. 12(18), pages 1-14, September.
    2. Alexander Wandl & Verena Balz & Lei Qu & Cecilia Furlan & Gustavo Arciniegas & Ulf Hackauf, 2019. "The Circular Economy Concept in Design Education: Enhancing Understanding and Innovation by Means of Situated Learning," Urban Planning, Cogitatio Press, vol. 4(3), pages 63-75.
    3. Walter R. Stahel, 2010. "The Performance Economy," Palgrave Macmillan Books, Palgrave Macmillan, edition 2, number 978-0-230-27490-7, February.
    4. Walter R. Stahel, 2010. "The Performance Economy," Palgrave Macmillan Books, Palgrave Macmillan, edition 0, number 978-0-230-28884-3, February.
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    Cited by:

    1. Niranjika Wijesooriya & Arianna Brambilla & Lina Markauskaite, 2025. "Ten Aspects Concerning Educational Design Within Environmentally Sustainable Design Studios," Sustainability, MDPI, vol. 17(9), pages 1-25, May.
    2. Madhavi P. Patil & Anosh Nadeem Butt & Carolina Rigoni & Ashraf M. Salama, 2025. "Integrating Circular Economy Principles into Architectural Design Pedagogy," Sustainability, MDPI, vol. 17(20), pages 1-31, October.

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