Sustainability Through Peer Learning: Strengthening Social Responsibility in Architecture

Abstract

Aim: This thesis aims to explore the views of undergraduate architectural students about Social Responsibility and peer learning as a tool to enhance their understanding of social responsibility in architectural education. The students' views are the centre of research, conducted through online focus group interviews with third-year architectural students. Theory: Dewey’s theory highlights that learning is not just about memorizing theories. It is more about diving in, getting your own experience, and reflecting on those experiences. He believed that real education comes from hands-on experiences and collaborating with others. This idea supports the study findings about peer learning as a pedagogical approach. Method: I adopted the qualitative research method for the thesis. The study used online focus group interviews, asking open-ended questions alongside a hands-on activity for the third-year architectural students at Indian Universities. The methodology helped gain insights into the students' thoughts and feelings and their views on SR and peer learning. Results: After the interviews, I did a thematic analysis of the transcripts. Six primary themes emerged from the study: 1) Core principles of Social Responsibility, 2) Social Responsibility in architectural practice, 3) Importance of social responsibility in architectural practice, 4) Peer learning mechanism, 5) Peer learning, Collaborative vs solo work, and Ideal vs Practical 6) Applied social responsibility. These themes reveal how students see social responsibility as a fundamental aspect of architecture. The responses highlighted ethical awareness, peer learning as a valuable tool in architectural education, and how these views might shape future professional practice.