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DESIGN EDUCATION for SUSTAINABILITY (I) a Survey of Product Design Students’ Attitude Toward Environmental Consciousness

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DESIGN EDUCATION for SUSTAINABILITY (I) a Survey of Product Design Students’ Attitude Toward Environmental Consciousness Research report Received January 12, 2016; Accepted May 30, 2016 DESIGN EDUCATION FOR SUSTAINABILITY (I) A Survey of Product Design Students’ Attitude Toward Environmental Consciousness Edilson Shindi UEDA* * Chiba University Yayoi-cho 1-33, Inage-ku, Chiba 263-8522, Japan Abstract: In order to disseminate and promotion of design education in the sustainable (DES) context in the academic and professional field, this research introduces the theoretical study of DES and a case study of 620 product design students' attitude, knowledge and viewpoint toward environmental consciousness. According to the results of the survey, the students' strong consideration of socio-cultural principles is the most important factor for solution of the present environmental issues, showing a pro- environmental consciousness that was also evident in the students' capacity as consumers since they consider environmental aspects when purchasing products. The majority of 491 students who did not receive environmental education expressed a strong desire to receive environmental information, with the primary topics related to examples of environmentally friendly products (eco-products). Key words: EcoDesign, Design Education for Sustainability, Environmental Education 1. Introduction figures in product and services development for many The main title of this study is part of a series related to companies. Industrial designers play a significant role in design education for sustainability (DES), which is a new seeking alternative solutions to the wasteful lifestyles of field for industrial design educators and design professionals contemporary society, and in influencing positive change [1-4]. through the creation of more responsible goods and services. The objective of the series is to disseminate and promote Toward those facts, experts [8-9] have stressed that current design education in a sustainable context in the academic design education should be redirected to the development and professional fields. of an ethical industrial designer, one who could rethink This research introduces the theoretical study of DES and and radically design products that deliver environmental a case study: a survey for product design students’ attitude problems. DES can help usher in a promising future by toward environmental consciousness. transforming the industrial designers of tomorrow [10]. The knowledge, attitudes, and viewpoints of undergraduate However in order to do this, industrial designers need students toward environmental consciousness are analyzed. both knowledge and understanding of environmental issues, This case study can be justified through the argument that along with the ability to seek guidance and a technical students will be the professionals of the future and leaders understanding of production processes and the properties of who could influence the direction of the development of materials [2, 11, 12]. sustainable products and services. Based on these facts, in the following sections we Previous studies [5-7] have reviewed the activities of describe the selection process of the theme and case industrial designers, demonstrating that they play a key role study, theoretical principles and research methods in linking the manufacturing process and the consumers employed in order to motivate and direct industrial design as well as technology and marketing; they are the central educators and professionals toward a more coherent Copyright © 2016 日本デザイン学会 All Rights Reserved. THE SCIENCE OF DESIGN B U L L E T I N O F JSSD Vol. 63 No. 4 2016 1 Figure 1. The Structure of Research direction of development of products and services that are of education, public awareness, and training. The aim of environmentally conscientious. ES is to use education as a catalyst to stimulate changes in values, attitudes, knowledge and skills in order to ensure a 2. Justification for Choosing the Theme and Case Study sustainable future and the evolution of just societies [4, 11]. Complementing the important facts described in Section Many universities across the globe offer courses focusing 1, in this section we argue that there is a lack of specific on the dimensions of sustainability. Increasingly, academic relevant literature that pertains to DES, which is confirmed initiatives are taking place to collect and disseminate the in the papers published between 1999 and 2013 by the experiences of the scholars and teachers involved. Examples International Symposium on Eco-Design [13] and between are dedicated conferences and even a dedicated peer- 1997 and 2011 by the Special Issue of the Japanese Society reviewed journal [12]. for the Science of Design [14, 15]. There are no specific According to expert [2], ES has contributed to publications studies on DES in the academic field, and the majority of related to design and sustainability. Furthermore, it has papers published focus on environmental technology and developed a framework that can be used as a foundation for a impact assessment in products, and are therefore from an sustainability curriculum for design education. engineering rather than an industrial design perspective. The term design for sustainability (DS) has emerged in This research thus aims to prompt discussion about the the field of industrial design, and is now well established current students and their environmental education within although it can still be considered to be an emerging field. the industrial design field. This discussion could stimulate DS takes the environmental, social, and economic aspects design educators to conduct more pedagogical studies (triple bottom line) of the total lifecycle of a product or of DES and ascertain new ways to implement it in both service into account during the development stage [1, 16]. undergraduate and graduate design curricula. However, the term eco-design is recognized by the public [1]. 3. Reviewing the Theoretical Principles of DES Based on the description of ES with the principles of DS, Before introducing DES, it is necessary to understand the DES could be described as a practice of teaching and the theoretical and practical approach of sustainability learning how to achieve sustainability in the design field, principles. Sustainability is described as a development and also research design that contributes to sustainability that meets the needs of the present without compromising [16]. the ability of future generations to meet their own needs The most recent research [17] on DES relates to existing [1, 4, 11]. The concept of sustainable development was design courses (undergraduate and postgraduate) that introduced in 1987 and reviewed at the Earth Summit in Rio integrate sustainability and eco-design concepts into the de Janeiro in 1992 [4]. curricula in the United Kingdom, Finland, Italy, the United Based on this definition, education for sustainability (ES) States, South Korea, Japan, India, the Netherlands, and can be described as the practice of teaching sustainability Australia. and learning how to achieve sustainable communities In the case of Japan, the Department of Design within the globally and locally. ES also refers to the promotion of and Faculty of Engineering at Chiba University is referred to as transition to sustainable development, through all forms a unique design program that offers eco-design theory as 2 B U L L E T I N O F JSSD Vol. 63 No. 4 2016 THE SCIENCE OF DESIGN part of postgraduate education. Introduced in 2007, the eco- 5. Research Design and Methodology design theory class is conducted by us and provided to both Figure 1 shows the phases overview of the research masters and PhD students, and the number of students has structure, including its main keywords, methods, and goals. increased year on year. However, the class has not yet been To answer questions 1-5 listed in Section 4, the following included in the bachelor’s course and there are no practical paragraphs we describe the phases of research. activities that focus on eco-design. We initially review the important aspects of sustainable The eco-design theory class is conducted in the first development, ES, and DES. Based on this stage, we semester and each session is an hour and a half in length. formulated a survey related to environmental consciousness, The course is worth two credits and runs for a period of 15 which explored students’ personal and consumer attitudes. weeks. Masters and doctoral students are also encouraged Specific topics related to environmental product development to participate in workshops and other relevant events related were also asked of students, such as environmental issues, to sustainability and eco-design that might be happening sustainable development, knowledge, and ISO 14001. inside and outside the university. The questions explored environmental consciousness and A more detailed research on the Japanese universities that were based on previous studies conducted by experts [18, have implemented eco-design and sustainable design in 19], which were defined as complex and built upon internal their programs will be studied in the next series of research. factors related to four dimensions: affective, cognitive, In conclusion, DES represents a challenge for design dispositional, and active. educators [4], and an extension for the design profession. In Due to time constraints and restrictive conditions, we general, DES is not only about things, but also about how focused on the cognitive and dispositional dimensions; in we relate to them and how one’s daily life is organized [3, other
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