Teaching Sustainable Responsibility through Informal Undergraduate Design Education

Recent reports, initiatives, and activities around higher education institutions revealed the relevance value of sustainability through both formal curriculum informal activities. While significance has continuously improved by raising awareness among new generations students, it not adequately promoted pro-environmental behaviors or attitude changes. This research study used a linear pretest–posttest experimental approach to understand whether two codesigned interventions; trash recycling bin system, Materials Exchange program, could improve literacy material conservation across School Design. Additionally, mid-experiment focus group was conducted provide text-rich data for analysis 3R behaviors. Analysis collected that these interventions were reasonably successful in improving responsible management. To have greater impact on sustainable behavior, is suggested educational experience should supplement described this paper onboard students as they enter design studio culture. expansion station system into university dormitories discussed. work successfully catalyzed collaboration between all Design stakeholders address waste tangible way.