Extracurricular activities as a pedagogy for the 2030 Agenda integration in an architectural engineering curriculum: a case study

Abstract

Purpose

Considering the lack of integration of sustainable development goals (SDGs) within architectural engineering education, the purpose of this study is to develop a framework that incorporates the SDGs into a programme through extracurricular research activities.

Design/methodology/approach

A framework based on case studies was examined. The framework uses extracurricular activities, including an integrated design process and analytical mapping tool. These were accompanied by a comprehensive list of the 17 SDGs and their interpretations.

Findings

The framework enabled students to develop a systematic understanding of sustainability early on in their design process, leading to a more comprehensive consideration of architectural design issues and increased motivation to prioritise sustainability in architecture.

Research limitations/implications

The focus was on extracurricular activities rather than integrating the framework into the main programme. Therefore, further research is needed to explore this integration within the core curriculum.

Practical implications

The implications of research initiatives and extracurricular activities in promoting understanding of the SDGs among undergraduates were highlighted. The recommendations may be valuable for academic institutions aiming to align their planning in higher education with the necessary skills and global requirements as outlined in Agenda 2030.

Originality/value

The originality of this study lies in its contribution from the field of architectural engineering and its endeavour to incorporate the SDGs into a programme in the Middle East through a research-based approach.

Citation

Elnabawi Mahgoub, M.H. (2024), "Extracurricular activities as a pedagogy for the 2030 Agenda integration in an architectural engineering curriculum: a case study", International Journal of Sustainability in Higher Education, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/IJSHE-10-2023-0498