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Comparative Analysis of Curriculum Design and Teaching Methods in Environmental Design: A Focus on China and Canada
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- Author(s) / Creator(s)
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This capping exercise presents a comparative analysis of environmental design programs in higher education institutions in China and Canada. While both countries offer undergraduate degrees in this field, the disciplinary positioning, curricular structure, and pedagogical approaches differ significantly. In China, environmental design is generally situated within the broader category of art and design education, emphasizing cultural aesthetics and spatial expression. In contrast, Canadian programs are often located within either art and design institutions (e.g., University of Manitoba) or architecture faculties (e.g., University of Calgary), focusing more on sustainability, professional skills, and interdisciplinary integration. Drawing on institutional documents, curriculum frameworks, and scholarly literature, this study examines how socio-cultural, policy, and educational contexts shape the formation and delivery of environmental design education. The paper further explores the impact of neoliberal educational reforms and global market pressures on the creative disciplines, highlighting tensions between artistic individuality and standardized, employability-driven outcomes. The findings provide insight into how the integration of theory, practice, and cultural relevance can inform future curriculum development in environmental design education in both national and global contexts.
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- Date created
- 2025-04-07
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- Type of Item
- Research Material