Toward sustainable interior design education in kuwait

1. The International Journal of
Design Education
designprinciplesandpractices.com
VOLUME 9 ISSUE 4
__________________________________________________________________________
Toward Sustainable Interior Design
Education in Kuwait
AHMAD ALANSARI, ROBIN WAGNER, AND MOHAMED CHERIF AMOR

2. THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION
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3. 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
E
The International Journal of Design Education
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4. 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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5. 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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6. THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION
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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7. ALANSARI ET AL.: TOWARD SUSTAINABLE INTERIOR DESIGN EDUCATION IN KUWAIT
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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8. THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION
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
TotalNo
Yes- Not
Proficient
Yes-
Proficient
Question
180691299n
Do you know of any recyclable materials?
10038.312.255%
1805617107nDo you know of any kinds of alternative
energy sources? 10031.19.559.4%
180993546nDo you know of any kinds of water conserving
devices? 1005519.525.5%
1801083438nDo you know of any energy efficient
products? 1006018.821.1%
180923355nDo you know of any products that release
indoor air pollutants? 10051.118.430.5%
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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9. ALANSARI ET AL.: TOWARD SUSTAINABLE INTERIOR DESIGN EDUCATION IN KUWAIT
Table 2: Open-Ended Section of Sustainable Design Knowledge
Most Frequent Correct Responses
Open-Ended Section
Question
plastic, paper and woodDo you know of any recyclable materials?
solar, water and wind powerDo you know of any kinds of alternative energy sources?
drip irrigation, spray irrigation and electric faucetDo 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
180515985210N
Sustainable design information is not
a favorite subject for me. 1002.88.354.428.95.6%
180105294222NPracticing sustainable design is too
complicated for me to understand. 1005.628.952.212.21.1%
180174191274NI am afraid of working with
sustainable design methods. 1009.422.850.6152.2%
18048875526NI feel comfortable when I want to use
sustainable design methods. 1002.24.448.330.614.4%
18089774541NIf I had the opportunity, I would
build my home using sustainable
methods. 1004.4542.82522.8%
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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10. THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION
Table 4: Positive Sustainable Design Attitudes of the Respondents
Total
Strongly
Disagree
Disagree
Don’t
Know
Agree
Strongly
Agree
Statement
18035776728NSustainable design can advance my
professional practice.
1001.72.842.837.215.6%
18019726137NI enjoy seeing sustainable design
projects. 100654033.920.6%
18037516257NI would like to learn more about
sustainable design. 1001.73.928.334.431.7%
18035656542NSustainable design can help me
explore new interior design ideas.
1001.72.836.136.123.3%
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
valueMale 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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11. ALANSARI ET AL.: TOWARD SUSTAINABLE INTERIOR DESIGN EDUCATION IN KUWAIT
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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12. THE INTERNATIONAL JOURNAL OF DESIGN EDUCATION
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 design
features. Also, heritage and cultural identity of Kuwait need to be emphasized in order
to combine those values to the green design in Kuwait.
• Interior design educators should focus on how to change students’ attitudes when
teaching green design in order to promote environmental behaviors, since a great
number of participants showed uncertain attitudes towards sustainable design.
• The local media in Kuwait should play an active role in promoting public awareness of
environmentally 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
18

15. 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