Study of Sustainability in Indian Design Education: A Pedagogical Approach in Ahmedabad

Paper ID: EIJTEM_2026_13_2_100-103

Author's Name: Krishna Nagori, Dr Payal Mehta

Volume: 13

Issue: 2

Year: 2026

Page No: 100-103

Abstract:

Sustainability has become a fundamental concern in design education because the decisions made by future designers directly influence environmental performance, resource use, and the quality of the built environment. In the Indian context, and particularly in Ahmedabad, there is a growing need to examine how sustainability is being addressed within design curricula and teaching practices. This study investigates the presence of sustainability in Indian design education, evaluates faculty readiness and student awareness, and identifies the pedagogical and institutional barriers that limit effective integration. The research adopts a survey-based approach supported by interviews with educators to understand current classroom practices and curriculum structure. Findings suggest that sustainability is often introduced in an informal or fragmented manner rather than as a structured part of design education. Although many educators express interest in sustainability, several report limited training, inadequate learning resources, and overloaded curricula as major challenges. The study proposes that sustainability should be introduced early and reinforced across studio, theory, and technical courses through a holistic teaching model. It also recommends the use of contemporary pedagogical tools, local case studies, and digital technologies to strengthen sustainability learning in design programs.

Keywords: Sustainability, design education, pedagogy, curriculum integration, Ahmedabad, India

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