DESIGNING CURRICULUM INTERVENTIONS FOR TEACHING SUSTAINABLE DESIGN IN THAILAND

Abstract

As part of a larger study aiming at building a pedagogical model for teaching sustainability to Thai undergraduate design students, this paper looks at key factors affecting the learners’ view of sustainability and their ability to think critically. A number of unique cultural issues will be explored, followed by discussion on the rationale and development of the curriculum interventions in a participatory action research plan that seeks to unfold if transformative learning is necessary for facilitating a paradigm shift towards sustainability in Thailand’s design education.