Assessing The Sustainability Content in Kenya’s Interior Design Curricula
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Date
2022
Authors
Oduho, Rose Achieng
George, Vikiru
Mireri, Caleb
Journal Title
Journal ISSN
Volume Title
Publisher
Editon Consortium Publishing
Abstract
This study aims at providing local pertinent facts on the level of
sustainability content integration and pedagogical methods used to
deliver Interior Design courses in Kenya's training. A systematic audit of
undergraduate curricula was undertaken to understand the extent to
which sustainability content was included in Kenya's Design education.
Document analysis was employed to gather information from four of
Kenya's University curricula for Interior Design. Heads of Design curricula
from sampled Universities were also interviewed to corroborate the facts
gathered from the respective universities. The data collected were
analysed using descriptive methods of statistics. Findings suggest that
sustainability content included in the curriculum is minimal (6.3%), yet
students are more likely to adopt practises that promote a healthy
indoor environment when integrated. Consequently, this significantly
reduces problems linked to Sick Building Syndrome. In this regard,
sustainability content should be increased in Kenya's interior design
curriculum to ensure future designers are equipped with the knowledge
and skills to promote sustainable interiors that focus on Indoor Air
Quality, water efficiency, green materials and technology
Description
Article
Keywords
Integration, sustainability, indoor environments, indoor air quality, water efficiency
Citation
Oduho, R. A., Vikiru, G., & Mireri, C. (2022). Assessing the sustainability content in Kenya’s interior design curricula. Journal of Pedagogy and Curriculum, 1(1), 1-13.