toward sustainable interior design education in kuwait

The International Journal of

Design Education

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VOLUME 9 ISSUE 4

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Toward Sustainable Interior Design Education in Kuwait

AHMAD ALANSARI, ROBIN WAGNER, AND MOHAMED CHERIF AMOR

THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION www.designprinciplesandpractices.com

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Toward Sustainable Interior Design Education in Kuwait

Ahmad Alansari, Texas Tech University, USA Robin Wagner, Marymount University, USA

Mohamed Cherif Amor, Virginia Commonwealth University in Qatar, Qatar

Abstract: Sustainability has not been integrated into Interior Design education in Kuwait. The purpose of the study is to 1) investigate the level of knowledge and attitudes toward sustainable design among interior design students in Kuwait,2) determine the difference between male and female design students regarding sustainability knowledge and skills, 3) assess a potential relationship among the variables. A survey questionnaire was used for the study as a data collection method. Mixed method approach, both qualitative and quantitative methods, was employed. The study was conducted among the entire population of Interior Design students in the College of Basic Education in Kuwait in the fall of 2011. Interior design students revealed limited knowledge of sustainable design aspects. However, they illustrated willingness and eagerness in learning sustainability. Additionally, a t-test indicated no significant difference between male and female design students in terms of their knowledge and attitudes. The study reported a positive correlation between interior design students’ knowledge of and attitudes toward sustainable design. The study also provides a path for greening the interior design education.

Keywords: Sustainable Design, Interior Design, Kuwait, Sustainable Knowledge, Sustainable Attitudes

Introduction

nvironmental education, which has become increasingly popular in North America as well as in some European countries, could also become important to the future of Kuwait. The Council for Interior Design Accreditation (CIDA) in the U.S. and Canada requires that

sustainable design aspects, such as indoor air quality, green materials, eco-friendly building methods, and other criteria as defined in the Leadership in Energy and Environmental Design (LEED) guidelines be addressed throughout the program curriculum (El-Zeney 2011). Thus, Interior Design students in Kuwait should be exposed to sustainability principles and develop a pro-environmental consciousness to become globally competitive graduates.

Research conducted in other countries (Michalos et al. 2009; Tikka et al. 2000) has indicated that most young people do not have adequate environmental knowledge. This is why sustainability education is needed to prepare students who will actively work to protect the environment through environmentally informed decision-making and environmentally friendly actions (UNESCO–UNEP 1991, as cited in Makki et al. 2003). The main objective of environmental education is to influence students' behaviors by changing their attitudes toward sustainability. Research has shown that environmental attitudes and knowledge influence environmentally friendly behaviors (Dillon and Gayford 1997). Moreover, Ruff and Olson (2009) argued that there is an increasing need for educators to introduce environmental sustainability courses in order for students to understand the importance of using sustainable products and techniques. Therefore, “greening” existing courses is fundamental to ensuring that graduates are knowledgeable about sustainability.

The purpose of this cross-sectional study is to evaluate the level of knowledge of environmental design among Interior Design students in Kuwait. Since environmental education has not been integrated into the nation’s educational system, Kuwaitis are not fully aware of green design or formal concepts in sustainability in general. According to Al-Sanad et al. (2011), the level of knowledge of green building applications among stakeholders in Kuwait is low and educational programs in Kuwait must integrate sustainability concepts in order to lead the construction industry market in sustainability practices. Motivating sustainable consumption is

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THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION

required to prevent the depletion of Kuwait’s natural resources, particularly its oil and water. In their study, Darwish et al. (2007) concluded that “the high consumptions of fuel energy, electric power, and desalted water in Kuwait have to be curbed before it drains all the fuel oil resources produced in the country which represents its main income” (2007, 14). Therefore, improving environmental sustainability knowledge is tremendously important for interior designers in Kuwait, who must be part of solving the environmental issues that Kuwait is facing.

For the purpose of this study, the researchers have adopted some of the following definitions. An attitude is defined as a “predisposition or tendency to respond toward something in an evaluative way, that is, in cognitive, affective and behavioral terms” (Eagly and Chaiken 1993, as cited in Franz 1998, 4). Sustainable design is defined as “a strategic approach to the design of the built environment which does not diminish the health and productivity of natural systems” (Mendler and Odell 2000; as cited in Stieg 2006, 2). Knowledge is defined as “the understanding of how information can be used to come to conclusions or take action” (Stieg 2006, 2). The central hypothesis is that there is a correlation between interior design students’ knowledge and attitudes toward sustainable design.

Related Literature

A review of the literature and belief system theory guided the conceptual framework of this study. Belief system theory proposes that our beliefs, values, and knowledge exert a strong influence on our environmental attitudes, which is important because the ecological attitudes that we have influence our behaviors toward the environment (Bechtel 1997) (figure 1). Thus, studying students’ attitudes toward and knowledge of green design is important to understanding where students stand and whether academic change is needed. Numerous studies (Tikka, et al. 2000; Michalos et al. 2009) have confirmed that young people lack knowledge about and positive attitudes toward sustainability, and this has contributed to many environmental issues in Kuwait and other parts of the world.

Figure 1: The Conceptual Framework of the Research

Sustainable design focuses on three realms: environmental, economic, and social. Environmental sustainability means protecting the natural environment by reducing the negative impacts on the planet through decreases in our consumption of natural resources. According to the U.S. Green Building Council, conventional buildings account for the high amount of waste generated from operations, such as high water and electric consumption as well as waste output and raw materials use. Sustainable buildings reduce overall carbon dioxide emission, energy and water consumption, and maintenance costs, as well as improving the satisfaction of occupants within their built environments (2009). Therefore, educating interior design students on environmental sustainability is fundamental to adopting green building methods in the design industry.

Knowledge

Higher education has the potential to play a critical role in the spread of knowledge about sustainability. In fact, many studies have indicated that environmental knowledge influences human behaviors. Eyuboglu et al. (2010), for example, found a lack of knowledge on the

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ALANSARI ET AL.: TOWARD SUSTAINABLE INTERIOR DESIGN EDUCATION IN KUWAIT

significance and definition of sustainable development and green materials among students in Turkey and pointed out that Turkey needs to enhance its general education and modify its existing structure to deal with its sustainability and economic development issues. In their study, Schneiderman and Freihoefer (2012) explored the efficiency of integrating Okala (the Hopi word for life-sustaining energy) modules into interior design coursework. The researchers tested students’ knowledge of and attitudes toward the environment before and after the modules were taught and found that incorporating Okala’s modules into the materials improved students’ awareness of and attitudes toward the environment (Schneiderman and Freihoefer 2012). Bacon (2011) examined the barriers toward sustainable design practices among interior designers who found strong correlations among practitioners’ attitudes, knowledge, and skills toward sustainable interior design practices. Therefore, integrating sustainability education into the curriculum improves not only students’ knowledge of and attitudes, but also professional practice toward sustainability.

Providing interior design students with sustainability knowledge will have a strong influence on their future practical designs. “Several researchers have suggested that exposing interior design students to sustainability while they are in school is an effective way of ensuring that many of those who enter the profession do so with the intent of practicing sustainable design strategies” (Wallack and Webb 2007; as cited in Templeton 2011, 130). Therefore, reforming the interior design curricula in Kuwait toward an implementation of sustainability principles is becoming a necessity for a better preparation of the future designers.

Attitudes

Both knowledge and attitudes affect environmentally friendly behaviors. In their research, Michalos et al. (2009) conducted a study among university students to examine their environmentally friendly knowledge, attitudes, and behaviors. The researchers found that the environmentally friendly behavior of students in regard to sustainability was profoundly influenced by their attitudes and knowledge. In another study, Ibrahim and Babayemi (2010) found a significant, positive relationship between knowledge of and attitudes toward environmentalism. In their study, Ruff and Olson (2007) found that not all students recognized the significance of environmental sustainability, and many of the participants showed low environmental sustainability attitudes. They concluded that there is an increasing need for educators to introduce environmental sustainability courses across programs in order for students to understand the importance of using sustainable products and techniques in their projects (Ruff and Olson 2007). Therefore, interior design educators are directly responsible for shifting design education toward sustainability and influencing the design profession and practices in the industry.

Environmental attitudes have a strong influence on practices of sustainability and design. In her study, Bacon (2011) found that uninformed sustainability attitudes are the prevailing barrier against environmentally responsible design practices among interior designers. The researchers also confirmed a strong correlation between attitudes, knowledge, and skills in sustainable interior design practices. In his study, Mahmeed (2011) argued that there is a statistically significant relationship between green design practices and interior designers’ attitudes toward environmental issues. Therefore, design educators in Kuwait should focus on improving the attitudes of their students about sustainability for the purpose of promoting sustainability practices in Kuwait. This study attempts to fill the gap in the literature that exists in Kuwait.

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Sustainability in Interior Design Education

Sustainability is an integral part of interior design education in North America, where design programs seeking the Council for Interior Design accreditation have to address green design in their program curricula as underscored in Standard 2, Global Perspective for Design (2014 CIDA Professional Standards II 13). Leadership in Energy and Environmental Design (LEED) is a green building rating system developed by the U.S. Green Building Council for rating buildings based on their environmental performance and is another example of U.S. efforts to introduce sustainability into design programs.

Crane (2008), in a study conducted among interior design educators in the United States to investigate how sustainability was integrated into interior design education, found that sustainability is integrated in design education mainly throughout the program curriculum, in studio classes and lecture courses. The researcher also found that interior design educators focus on sustainability principles in design classes at the freshman, sophomore, junior, and senior levels (Crane 2008). Ruff and Olson (2007) asserted that interior design educators should integrate environmentally friendly design principles in introductory interior design courses so that their students are able to develop awareness of green methods and products. El-Zeney (2011) found that interior architecture educators in Egypt also believed that sustainability should be addressed throughout the program courses. Introducing environmental sustainability throughout the interior design curricula is show throughout literature to be the ideal way for greening the interior design education.

Sustainability in Kuwait

Several studies conducted in Kuwait, however, have found low knowledge levels among participants. In their study, Al-Hassan and Dudek (2007) investigated the current level of sustainability awareness of architecture students at Kuwait University as well as in Kuwaiti society overall. The researchers found that both architecture students and Kuwaiti society have low sustainability awareness. Al-Hassan and Dudek concluded that the educational system as well as non-governmental organizations in Kuwait should play a vital role in improving sustainability awareness in the country. Therefore, examining the knowledge of interior design students is important to finding out where they stand. Moreover, Alkhamees and Alamari (2009) found that the level of knowledge and attitudes regarding indoor air pollutants among students, teachers, and university faculty in Kuwait is low. The researchers concluded that little information has been made available to students on indoor air pollution at schools. They recommended that since students showed the desire to learn the topic, schools should play a vital role in improving students’ knowledge of indoor air pollution (Alkhamees and Alamari 2009). Knowledge of sustainability methods will play an important role in the implementation of environmentally friendly design in Kuwait, but Al-Sanad et al. (2011) found that the level of knowledge of green building applications among stakeholders in Kuwait is currently low. The researchers recommended that educational programs in Kuwait integrate sustainability in order to lead the construction industry market (Al-Sanad et al. 2011).

Since Kuwait has been facing a water crisis, it is important to investigate citizens’ knowledge of and behaviors around water consumption. In an investigation of the levels of knowledge and behaviors regarding water consumption among students in Kuwait, Alajmi (2008) concluded that there is a somewhat moderately significant relationship between students’ knowledge and behaviors regarding water consumption. Thus, incorporating environmental design principles in educational programs in Kuwait would ensure that students have appropriate knowledge, which will result in the protection of environmental resources.

There are only two main environmental organizations in Kuwait. Kuwait Environment Protection Society is a non-profit organization that was founded in 1974 with the aim of

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protecting the Kuwait environment and increasing the public awareness of environmental issues. The second organization is The Public Authority of Environment (PAE), which is also a key player in advocating issues that concern the environment. The PAE is a public sector entity that is in direct connection with the prime minister of Kuwait and helps formulate policies that have their roots in the protection of the environment.

Research Questions

1. What is the level of knowledge about sustainability aspects among interior design students in the College of Basic Education in Kuwait?

2. What are the attitudes about sustainable design education among interior design students in the College of Basic Education in Kuwait?

3. Do male and female design students have different knowledge and attitudes toward sustainability?

Methodology

In the College of Basic Education in Kuwait during the fall of 2011, a self-administered survey questionnaire was distributed to one hundred and eighty interior design students (n=180). The entire student population, both male and female, enrolled in the Department of Interior Design in the fall of 2011 including the freshman, sophomore, junior, and senior levels was used in the study. About two-thirds (65.6%) of the respondents were females (n=118), while about one third (34.4%, n=62) of the respondents were male. The repartition of the participants included 26.1% (n=47) freshmen, 29.4% (n=53) sophomores, 28.3% (n=51) juniors, 13.9% (n=25) seniors, and 2.2% (n=4) fifth year students.

Because this study focuses on solving a social issue, a mixed method approach, which uses both qualitative and quantitative data collection, was employed. While the knowledge questions format was adapted from Darweesh’s (2010) study, those questions were developed specifically for this study. The knowledge questions of the survey consist of water and electrical consumption methods, recyclable materials, renewable energy resources, and indoor air quality. The attitudes questions were formulated from Darweesh’s (2010) study and a few were adopted from Ruff and Olson’s (2007) research. This was necessary because the instruments developed to address environmental concerns in other countries are significantly different than what is needed for this study. In both sections of knowledge and attitudes, the survey questionnaire obtained a high Cronbach’s alpha (0.86). This indicates that the instrument used has a very good reliability value. Data were analyzed using the Statistical Program for Social Sciences (SPSS) to code the results obtained for the quantitative data. To establish validity, the data were double checked upon each entry, and the questionnaire included multiple select questions in order to avoid overlapping. This ensured that the data collected and analyzed are reliable in presenting concrete and practical findings.

The questionnaire was administrated in classes in the Department of Interior Design at the College of Basic Education in December of 2011, with the aid and facilitation of the design instructors who were teaching these design classes. The Data was collected over two weeks. The sample of Interior Design students comprised the entire population at the time the survey was administered. The questionnaire was distributed and collected by the researcher, which resulted in a high response rate.

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Findings

Knowledge

When analyzing knowledge questions, the researcher faced several issues. First, a few of the participants did not fill in the blanks. Second, some of the responses were irrelevant to the questions asked. Thus, irrelevant and blanks were considered as Yes-not proficient responses. Therefore, the knowledge responses were analyzed as No, Yes- not proficient, and Yes-proficient based on the responses provided. The qualitative part of the knowledge questions were analyzed by grouping them into themes.

Table 1: Knowledge about Sustainable Design

Total No Yes- Not Proficient

Yes-Proficient Question

180 69 12 99 n Do you know of any recyclable materials?

100 38.3 12.2 55 %

180 56 17 107 n Do you know of any kinds of alternative energy sources? 100 31.1 9.5 59.4 %

180 99 35 46 nDo you know of any kinds of water conserving devices? 100 55 19.5 25.5 %

180 108 34 38 n Do you know of any energy efficient products? 100 60 18.8 21.1 %

180 92 33 55 n Do you know of any products that release indoor air pollutants? 100 51.1 18.4 30.5 %

Mean=38.3%

Survey respondents were asked whether they knew of any recyclable materials, and only 55% of them provided correct responses. The most frequent proficient answers in the open-ended section of the question were plastic, paper, and wood. When participants were asked whether they knew of any alternative energy sources, only 60% answered the question correctly. The most frequent answers in the open-ended part of the question were solar, water, and wind power.

When participants were asked, “do you know of any kinds of water-conserving devices,” almost 25% (n=46) provided proficient responses in the open-ended section of the question, such as drip irrigation, spray irrigation, and electric faucet. Nearly 21% (n=38) of the participants provided correct responses to the question about their knowledge of any energy efficient products. The most frequent relevant answers were solar panels, smart lighting, and compact fluorescent light bulbs. When participants were asked if they knew of any products that release indoor air pollutants, almost 30% (n=55) of them provided proficient responses. The most frequent proficient answers in the open-ended section of the question were cleaning products, cigarettes, and paintings. Participants were also asked whether sustainable design issues were discussed in any of the courses at school; only 17% (n=32) out of 180 participants answered Yes. Judging from the mean percent of correct responses (that is 38.3 %), the average Knowledge of interior design students regarding sustainability is low.

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Table 2: Open-Ended Section of Sustainable Design Knowledge

Most Frequent Correct Responses Open-Ended Section Question

plastic, paper and wood Do you know of any recyclable materials?

solar, water and wind power Do you know of any kinds of alternative energy sources?

drip irrigation, spray irrigation and electric faucet Do you know of any kinds of water conserving devices?

solar panels, smart lighting and compact fluorescent light bulbs Do you know of any energy efficient products?

cleaning products, cigarettes and paintings Do you know of any products that release indoor air pollutants?

Attitudes

Positive, uncertain, and negative attitudes were reported. Because of the lack of knowledge and experience of sustainable design, students had uncertain attitudes of whether or not sustainable design is too complicated for them to understand (52.2%), whether or not green design is a favorite subject for them (54.4%), or whether or not they are afraid of working on sustainable design methods (50.6%). Also, participants were uncertain whether they would feel comfortable using sustainable design methods (48.3%), and whether they would build their homes using sustainable design methods if they had the opportunity (42.8%).

Table 3: Uncertain Sustainable Design Attitudes of the Respondents

Total Strongly Disagree Disagree Don’t

Know Agree Strongly Agree Statement

180 5 15 98 52 10 N Sustainable design information is not a favorite subject for me. 100 2.8 8.3 54.4 28.9 5.6 %

180 10 52 94 22 2 N Practicing sustainable design is too complicated for me to understand. 100 5.6 28.9 52.2 12.2 1.1 %

180 17 41 91 27 4 N I am afraid of working with sustainable design methods. 100 9.4 22.8 50.6 15 2.2 %

180 4 8 87 55 26 N I feel comfortable when I want to use sustainable design methods. 100 2.2 4.4 48.3 30.6 14.4 %

180 8 9 77 45 41 N If I had the opportunity, I would build my home using sustainable methods. 100 4.4 5 42.8 25 22.8 %

Participants seemed to have positive perceptions regarding sustainable design education.

More than half of the students believe that sustainable design can advance their professional practice (52.8%, n =95), and more than half enjoy seeing sustainable design projects (54.4%, n =98). Interestingly, more than half of the participants indicated that they would like to learn more about sustainable design (66.1%, n =118), while 28.3% (n=51) were uncertain about learning it. More than half of the participants think that green design can help them explore new interior design ideas (59.4%, n =107). Clearly, nearly half of the participants have positive attitudes on sustainable design.

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Table 4: Positive Sustainable Design Attitudes of the Respondents

TotalStrongly Disagree DisagreeDon’t

Know Agree Strongly Agree Statement

180 3 5 77 67 28 N Sustainable design can advance my professional practice. 100 1.7 2.8 42.8 37.2 15.6 %

180 1 9 72 61 37 N I enjoy seeing sustainable design projects. 100 6 5 40 33.9 20.6 %

180 3 7 51 62 57 N I would like to learn more about sustainable design. 100 1.7 3.9 28.3 34.4 31.7 %

180 3 5 65 65 42 N Sustainable design can help me explore new interior design ideas.

100 1.7 2.8 36.1 36.1 23.3 %

Gender Difference in Knowledge and Attitudes

The knowledge areas as well as attitude areas were collapsed in order to test the hypothesis. The independent sample t-test was conducted to measure male and female interior design students’ differences in their knowledge of and attitudes toward sustainability. The researchers set the significance level at (p < .05). There was no statistically significance difference between the knowledge level of male and female interior design students (t = 1.946, p = .053). Also, the study reported that there is no statistically significance difference between male and female interior design students’ attitudes towards sustainable design (t = 1.761, p = .080).

However, when comparing male and female students in terms of if they would like to learn more about sustainable design, the Chi-square test indicated a significant difference between the two groups, X2= 11.676 and p = 0.020. Thus, the study reported female design students have more favorable willingness to learn about sustainable design than male peers.

Correlation between Knowledge and Attitudes

Pearson correlation test was used in order to determine the correlation between interior design students’ knowledge and attitudes. Because the probability (p < 0.01) of obtaining r = .426 is less than the level set for rejection (p < 0.05), the null hypothesis is rejected in favor of the research hypothesis. Thus, there is evidence to support the research hypothesis that interior design students’ knowledge of and attitudes toward sustainable design are substantially and positively correlated. So, design students with higher knowledge levels tend to have more positive attitudes toward sustainability.

Table 5: Crosstab Results of the Relationship between Gender and Learning Sustainable Design

Attitudes Gender Chi-square value

p value Male Female

Strongly Agree 15 42

11.676 0.020 Agree 22 40

Don’t Know 17 34 Disagree 5 2

Strongly Disagree 3 0

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Table 6: Results of Correlation Analysis

IV DV r p

Total knowledge areas Total Attitudes areas .426 0.01*

Implications

This curriculum framework outline presented below was developed as a result of the data collected from the findings of this study and a literature review. Also, the researcher utilized some of the Leadership in Energy and Environmental Design (LEED) certification guidelines for the curriculum outline. As on May of 2014, there are nine registered projects in Kuwait seeking LEED green building certifications, and one platinum registered project that is Alargan Head-Quarter.

To take care of the aforementioned sustainability deficiencies, the following framework was devised to outline how green design can be incorporated into the Interior Design department in the College of Basic Education in Kuwait. The main purpose of developing the curriculum framework was to improve Interior Design students’ knowledge and application of sustainable design. Also, the outline was designed into three categories—beginning, intermediate and advanced levels—based on the knowledge and application provided to students. The beginning level starts with the fundamental knowledge of sustainability, while the intermediate level introduces the major aspects and components of green design. However, the advanced level allows students to practice sustainable design, which bridges the gap between theory and practice. The outline demonstrates the key concepts mentioned in each level with the rationale of incorporating them. Curriculum Framework Incorporating Sustainable Design Principles

Beginning level:

• Knowledge of the definitions of sustainability. • Knowledge of the importance of sustainability: environmental, social, and

economic factors. • Knowledge of the three R’s of sustainable design: reduce, reuse, and recycle.

Intermediate level:

• Knowledge of alternative energy resources. • Knowledge of what air pollutants are within the indoor environment. • Knowledge of energy-saving products and water-conservation devices. • Knowledge of life-cycle analysis and cost. • Knowledge of LEED rating systems.

Advanced level:

• Application of water-efficient products and systems. • Application of energy-efficient products and systems. • Application of finishes, materials and products that enhance indoor environmental

quality. • Application of energy-renewable resources. • Application of LEED certification systems (LEED-certified, Silver, Gold, and

Platinum).

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Conclusion

Based on the findings, some conclusions can be drawn. In terms of knowledge, the majority of the interior design students in the College of Basic Education in Kuwait showed an inability to identity sustainable water conservation products, methods for energy saving, and indoor air pollutants. However, more than half of the participants were aware of recyclable materials and alternative energy resources. The findings of the study supports other research findings (Al-Hassan and Dudek 2007; Alkhamees and Alamari 2009; Al-Sanad et al. 2011; Alajmi 2008) that students have lack of knowledge in sustainability.

Almost half of the Interior Design students did not have clear perceptions of and attitudes on questions related to awareness and experience of green design. On the other hand, participants expressed moderately positive perceptions about learning and participating in environmentally responsible design. The findings of the attitudes section in this study support other research conclusions (Ruff and Olson 2007; Bacon 2011; Ibrahim and Babayemi 2010). It should be noted that the findings of the study could not be generalized to any other university in Kuwait because of the differences in terms of program curricula, textbooks, and educators.

The study reported no significant difference between male and female interior design students in terms of sustainability knowledge and attitudes. Nevertheless, female interior design students showed more favorable willingness to learning about sustainable design than male peers. The study reported a positive correlation between interior design students’ knowledge of and attitudes toward sustainable design. Therefore, as design students’ knowledge improves, their attitude toward sustainability would be increased.

Recommendations

Further recommendation were extracted from the study and summarized as follows: • Higher education in Kuwait should consider providing continuing education workshops

for current interior designers to promote their knowledge in the area of sustainability.• Regional and international differences in terms of environmental needs and issues need

to be illustrated to make students think critically when implementing green designfeatures. Also, heritage and cultural identity of Kuwait need to be emphasized in orderto combine those values to the green design in Kuwait.

• Interior design educators should focus on how to change students’ attitudes whenteaching green design in order to promote environmental behaviors, since a greatnumber of participants showed uncertain attitudes towards sustainable design.

• The local media in Kuwait should play an active role in promoting public awareness ofenvironmentally responsible design.

Future Studies

During the course of conducting this study, a number of issues surfaced that warrant further consideration. Further investigations are needed to determine the level of knowledge, attitudes, and experiences of interior design educators in Kuwait with regard to sustainable design. After applying the proposed curriculum framework, students’ knowledge and attitudes regarding sustainable design need to be investigated as a post-evaluation in order to assess the efficiency of the proposed framework. Also, a study should be conducted to investigate the barriers and obstacles in teaching sustainability in the interior design education in Kuwait.

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Acknowledgements

Special thanks and sincere appreciation are extended to Dr. Ali S. Alnajadah and Dr. Ali H. Darweesh for their considerable help in conducting the study.

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ABOUT THE AUTHORS

Ahmad Alansari: Ph.D. Candidate, Interior Design Department, Texas Tech University, Lubbock, Texas, USA

Robin Wagner: Associate Professor, Interior Design Department, Marymount University, Arlington, Virginia, USA

Dr. Mohamed Cherif Amor: Chairperson, Department of Interior Design, Virginia Commonwealth University-Qatar, Doha, Qatar

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The International Journal of Design Education is one of six thematically focused journals in the collection of journals that support the Design Principles and Practices knowledge community—its journals, book series, conference and online community.

The journal explores aspects of learning to become a designer and to develop modes of “design thinking”. It explores design strategies, methodologies and tactics. It analyzes forms of professional stance. And it examines pedagogies of engagement with design purposes, designed objects and design.

As well as papers of a traditional scholarly type, this journal invites presentations of practice—including documentation of curricular practices and exegeses analyzing the effects of those practices.

The International Journal of Design Education is a peer-reviewed scholarly journal.

ISSN 2325-128X