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Sustainable learning environments: the issues and potential policy responses

Research Archive

Sustainable learning environments: the issues and potential policy responses

Stallmann, M.
Type: Thesis
Permalink: https://hdl.handle.net/10182/2817
Originally published: 2010 by Lincoln University
Keywords: learning environments; sustainable; environmental rating tool; resource efficiency; educational facilities; education policy; sustainable building

Abstract:

Research on school knowledge of, and attitudes towards, sustainable learning environments was carried out to support policy development within the Ministry of Education. A recently developed tool is used by schools to measure the effectiveness of existing classrooms, or learning environments, against a 'modern learning environment' standard. One of the unresolved categories in the modern learning environments tool is that of 'sustainability'. It was proposed that the Ministry provide some form of environmental rating tool so schools can rate or measure their sustainability. Schools could then plan to increase their environmental rating through their normal property planning processes. A review of sustainability related literature identified the need for clear and specific definition of sustainable concepts. To facilitate this research sustainable learning environments were defined as environments that are resource efficient, provide good indoor environmental quality, and protect the wider environment. One of the important aspects of sustainable building that was reviewed was how to measure sustainability in buildings, and particularly in existing buildings. The costs and benefits of sustainable building provided indications that the hard benefits were generally positive and that the soft benefits may be very positive, but further research is needed, particularly on soft benefits. The literature review then examined the costs and benefits of, and barriers to, sustainable learning environments in existing schools. As with new schools, further research is needed in this area. A survey of school's knowledge and attitudes toward sustainability targeted principals as they are the key people in most schools. From the survey, about 80% of respondents had at least some knowledge of sustainable building issues with over 90% acknowledging sustainability as 'important' or 'somewhat important". While having little knowledge of environmental rating tools, there was a strong desire for a tool that could be used as part of the school property planning process and for teaching and learning. A majority of respondents also signalled their preference to search for and receive knowledge on sustainability through the internet.

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