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Abdirad, H, Dossick, C S, Johnson, B R and Migliaccio, G (2021) Disruptive information exchange requirements in construction projects: perception and response patterns. Building Research & Information, 49(02), 161–78.

Albadra, D, Elamin, Z, Adeyeye, K, Polychronaki, E, Coley, D A, Holley, J and Copping, A (2021) Participatory design in refugee camps: comparison of different methods and visualization tools. Building Research & Information, 49(02), 248–64.

Cheng, J C P, Chen, K, Wong, P K, Chen, W and Li, C T (2021) Graph-based network generation and CCTV processing techniques for fire evacuation. Building Research & Information, 49(02), 179–96.

Sibilla, M and Kurul, E (2021) Exploring transformative pedagogies for built environment disciplines: the case of interdisciplinarity in low carbon transition. Building Research & Information, 49(02), 234–47.

  • Type: Journal Article
  • Keywords: Low carbon transition; design education; knowledge production; interdisciplinary collaboration; sustainable development;
  • ISBN/ISSN: 0961-3218
  • URL: https://doi.org/10.1080/09613218.2020.1811076
  • Abstract:
    The integration of transformative pedagogies into curricula is recognized as a strategy to deal with the new demands of complexity in learning, which include equipping future professionals with the necessary knowledge and skills to transition to a low carbon built environment. It requires a dedicated interdisciplinary learning environment. Creating this environment remains a challenge due to the lack of a learning tool to facilitate an interdisciplinary approach. Perhaps due to this challenge, interdisciplinarity within the context of low carbon transition (LCT) in the built environment has not been sufficiently explored. This study deals with this gap in the literature by developing a pedagogical approach founded on the combined use of Grounded Theory Method, Cognitive Mapping Technique and Meaningful Learning Activities. This paper focuses on the testing phase of this approach, which engaged researchers, postgraduate and undergraduate students. The findings promote a transformative pedagogy to explore the socio-technical dimension of the LCT. They point out the type of interdisciplinarity, which we need to integrate into traditional curricula, moving from vocabulary construction at the undergraduate level to exploration of different perspectives at the postgraduate level. Recommendations on the ways in which this approach could become common practice are also made.

Suchocki, C, Błaszczak-Bąk, W, Janicka, J and Dumalski, A (2021) Detection of defects in building walls using modified OptD method for down-sampling of point clouds. Building Research & Information, 49(02), 197–215.

Wang, Y, Xue, X, Yu, T and Wang, Y (2021) Mapping the dynamics of China’s prefabricated building policies from 1956 to 2019: a bibliometric analysis. Building Research & Information, 49(02), 216–33.