DOI: 10.18848/2325-128x/cgp/a341 ISSN: 2325-1298

Sustainability in Architecture Through Interactive Digital Platforms

Nazgol Hafizi
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Sustainability principles are now essential in architectural education. The built environment is confronting serious environmental challenges. The rapid growth of interactive digital platforms offers new chances to change teaching methods in higher education. This transformation is significant and timely. This review explores how sustainability education and digital pedagogy intersect in architectural curricula. It analyzes the role of interactive technologies in improving the teaching and learning of sustainable design principles. This study reviews current literature and examines how effective digital platforms are for teaching sustainability. The platforms include Building Information Modelling, virtual and augmented reality, simulation software, and gamification tools. Given that these platforms are developed most extensively for environmental performance analysis, this review focuses primarily on environmental sustainability while acknowledging the broader four-pillar framework. This review brings together recent studies on digital teaching theories. It focuses on constructivism and experiential learning. The emphasis is on how these theories apply to sustainability education in architecture. Interactive digital platforms provide clear benefits. They help visualize complex environmental systems. They also allow for real-time feedback on design choices. Additionally, they promote collaborative learning that reflects professional practice. These technologies enable the simulation of sustainable building performance. Students can experiment with design variables. They can immediately observe the environmental impacts. The review highlights significant obstacles to implementation. These include resistance from institutions, limitations in technical infrastructure, and the need for faculty training. This analysis reveals significant gaps in existing research. There is a notable absence of longitudinal studies that assess learning outcomes. Additionally, interdisciplinary approaches are not well integrated. The review highlights key areas for future research. The findings add to current discussions on teaching methods in architectural education. They offer practical advice for educators aiming to improve sustainability curricula using digital technologies.

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