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 Available online at www.sciencedirect.com

Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131

AicE-Bs 2010 Kuching

Asia Pacific International Conference on Environment-Behaviour Studies, Grand

Margherita Hotel, Kuching, Sarawak, Malaysia, 7-9 December 2010

Sustainability in the Education of Interior Designers in Egypt

Rasha Mahmoud Ali El- Zeiny*
Faculty of Fine Arts, Minia University, Minia, Egypt

Abstract

The need to introduce issues of sustainability into the interior design curriculum has become critically important. So the purpose of
this study was to investigate the current status of teaching sustainability in curricula of interior design programs in Egypt’s
universities; assess the level of awareness and training background on sustainability and determine the obstacles to incorporating
sustainability into the programs. Interior design lecturers, professors were invited to participate in a survey on their university's
interior architecture curricula. The study shows that all interior design programs currently do not teach sustainability within their
curricula, and there are some obstacles in teaching sustainability.

©
© 2012
2011Published
Publishedbyby
Elsevier B.V.Ltd.
Elsevier Selection and/or
Selection peer-review
and under
peer-review responsibility
under of Centre
responsibility for Environment-
of Centre for Environment-
Behaviour
Behaviour Studies(cE-Bs),
Studies (cE-Bs),Faculty
FacultyofofArchitecture,
Architecture,Planning
Planning&&Surveying,
Surveying,Universiti
UniversitiTeknologi MARA,
Teknologi MARA, Malaysia
Malaysia.
Open access under CC BY-NC-ND license.
Keywords: Sustainability; interior design; Egypt, education

1. Introduction

The need to introduce issues of sustainability into Interior Design curricula has become critically
important. The year 2005 marks the commencement of the United Nations Decade of Education for
Sustainable Development, which is an opportunity as well as a challenge for educators of all stripes to
reorient their teaching, research, and community outreach towards sustainability. Another motivation is
the Talloires Declaration, a ten-point sustainability and environmental literacy action plan to which over
300 university leaders worldwide are committing their institutions, one point of which is “ensuring that

*
Corresponding author. Tel: +2-012-888-69588; fax: +2-086-237-6669.
E-mail Address: [email protected]

1877-0428 © 2012 Published by Elsevier B.V. Selection and/or peer-review under responsibility of Centre for Environment-Behaviour Studies(cE-Bs),
Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia Open access under CC BY-NC-ND license.
doi:10.1016/j.sbspro.2012.03.332
 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131 123

all university graduates have the awareness and understanding to be ecologically responsible citizens”
(ULSF,1990).
Since interior designers play a vital role in the creation of our built environment, then it is imperative
that students, who are our future designers, become aware of how their attitudes, behaviors and actions
will impact our future natural environment and the health of people. There can be no responsible design
without a responsible designer (Findeli, 2001). Hence design education should be redirected to the
development of an ethical designer, one who could think and radically “design out design that delivers
environmental problems” (Fry, 1993).
So how has the interior design education in Egypt responded to this challenge for responsible and
sustainable solutions? What is the current status of sustainability in Interior Design curricula? Are
Academics and students adequately informed of strategies for sustainable design? How have educators
prepared themselves to teach sustainability to interior design students? What are the obstacles to
incorporating sustainability into Interior Design programs? What percentage of qualified educators for
teaching sustainability? These and other related questions are the focus of this paper. It further
recommends some future strategies to achieve the Integration of sustainability in Egyptian Interior Design
Education.

2. Literature Review

Sustainability, sustainable design, ecological design, green design, eco-design, environmental design,
etc. are all terms used when discussing designing with concern for the environment. With all these terms,
it can be confusing for designers to know where to look for information. The Forestry Service (2007)
claimed that a specific definition of sustainability that is universally accepted is difficult because it varies
among groups with different values and over time.
To simplify the many terms surrounding sustainability, we can use the definition that most individuals
accept which is "meeting the needs of the present without compromising the ability of future generations
to meet their own needs", which was written by the World Commission on Environment and
Development as Burndtland Report (1987) entitled Our Common Future.

2.1. Roles for interior designers

Sustainable design had a lot of mystery and misinformation surrounding it due to the newness of the
topic. Flynn (2007) claimed “Because the demand for sustainable design is relatively recent and still
growing, many people do not have the experience with the processes, methods, and ideas that
sustainability requires… because of this clients are looking even more to us as design professionals to
lead the process”.
Designers carry a heavy burden in regards to practicing sustainable design. According to Lapiana
(2006), sustainability is not just about ‘green’ materials. It also includes energy efficiency, longevity over
generations, and the ability to think locally as well as globally. Bonda (2007) argued that interior
designers and architects have responsibilities beyond the average person because they have an obligation
to recognize the long-term effects of their designs. Similarly, Chermayeff (1982) stated that being a
designer comes with great responsibility. “Those who understand the power of design know it is a highly
developed problem-solving discipline, a skill whereby complex problems with many competing
requirements can be transformed into elegant solutions” (Battisto, 2001, p.5).

2.2. Practicing sustainable interior design

124 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131

Professional designers face the daunting challenge of acquiring the necessary knowledge regarding
sustainable design and how this knowledge can be worked into the processes of design. Designers are in
need of more information, this information to be shared among designers; a common language is needed
to provide the appropriate foundation on which to build. Stieg (2006.p.vii) claimed “We have reached a
plateau of basic understanding of sustainable design principles and now we need to advance our
knowledge of sustainable interior design”.
Interior designers may find it difficult to develop a practice that was based on sustainability principles.
However, Stieg (2006:pp.viii&ix) provided a list of five ways to develop a sustainable interior design
practice which included “connection, knowledge, process, practice, and commitment”. The understanding
of the natural cycles with nature has proven vital for designers practicing sustainable design. “We must
redesign the design process itself to be compatible with the natural systems which we define the ‘web of
life’ on earth”
Stieg’s philosophy was to “develop an emotional connection with the environment … continually
reinforcing our natural connection to the environment helps us support what we believe to be right and
forces us to seek information that sustains our beliefs” (p. x). Hutchison (1998) stated connectedness to
the environment and the world emerges as a cultural task to efficiently respond to the ecological crisis.
Stieg’s five Es of sustainable design include: effectiveness, aesthetics, economics, ethics and
environment and can be utilized to improve one’s practice of sustainable design. Stegall (2006) called for
a new philosophy to help guide design decisions. A redefinition or an expansion of current environmental
design principles incorporated with a philosophy of resources, form and function, purpose and spirit. This
philosophy could be labelled “intentional design.” Stieg (2006: p. xi) suggested the following items as
essential knowledge for students and practitioners of sustainable design:
x Basic principles of environmental sciences.
x Basic process of natural systems: matter cycles, energy flows.
x Basic physical and chemical properties of classes of materials: inorganic (Metallic minerals, non-
metallic minerals) and organic (fossil oils, plant based, and animal based).
x Typical environmental impacts of these classes of materials.
x Basic industrial process, including energy production, petroleum-based industrial process and resource
efficiency.
x Various theories of environmental design.
x Basic principles of environmental design.
x How to find information, determine its context, assess its validity, and evaluate its relevance to interior
design.

2.3. Sustainable design education

Education provides interior designers the base knowledge required to practice within the field. Some
suggest the interior design curriculum could include sustainable design principles. Whitemyer (2007: p.
16) stated, “Education more than anything else is what will push green design into mainstream”. Higher
education remains the foundation from which a sustainable society can grow. Second Nature Inc. (2005),
higher education in the 21st century has challenged educators to prepare and educate their students about
the environmental impact held by each individual.
According to Krasner (1980), “In the Environmental Education Act of 1970 (Public Law 91-516)
environmental education is defined as “the educational process dealing with man’s relationship with his
natural and man-made surroundings, and includes the relation of population, pollution, resource allocation
and depletion, conservation, transportation, technology and urban and rural planning to the total human
environment.”
 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131 125

Educational programs in architecture, engineering, and interior design need sustainability to be taught
within their curricula. Gould (2002: p.3) argued “Schools of architecture, interior design and engineering
should rewrite their mission statements, hire and tenure environmental professionals as teachers,”. Gould
(2002) also claimed that the interior design profession needed rational undergraduate training, continuing
education opportunities and support to provide research in sustainability.
An interior design curriculum that incorporates sustainability content offers students an additional
instrument to use within the design process. Bainbridge (2002) stated “Incorporating ecology in education
is both possible and essential. Students and design professionals need to understand the whole to improve
the parts, [they should be] learning that actions have effects, and that problems can’t be solved in
isolation.
The Interior Design Educators Council’s (IDEC) Sustainable Design Task Force has offered another
vision of how sustainable principles might be incorporated. According to Stieg (2006), they suggested
McDonough and Braungart (cradle to cradle) recommendations for integrating sustainable design
principles into the undergraduate curriculum
Similarly, interior design accreditation through the Council for Interior Design Accreditation (CIDA)
has modified its requirements to include sustainable design education. CIDA (formerly known as FIDER)
accreditation guidelines require sustainability within the programs’ curriculum. Environmental ethics,
sustainability, sustainable building methods and materials, green design, and indoor air quality are
specifically referenced goals in five of the nine standards, suggesting that the subject should be addressed
throughout the curriculum (CIDA, 2006).
CIDA (2006) stated in its Standard 6, Building Systems and Interior Materials, section n, whereby
“students must demonstrate understanding of the concept of sustainable building methods and
materials.” This recommendation of incorporating sustainability into a curriculum can only be achieved
if educators are well informed about sustainability.
Many have recommendations for the topics a sustainability-inclusive curriculum should embrace.
Stieg’s (2006: p. xviii - xix) recommendations for areas of study include:
x The relationship of buildings to their immediate environment.
x Building infrastructure and its relation to the interior environment.
x Means of designing for space and resource efficiency.
x Daylight and energy efficient lighting design
x Materials and their physical characteristics and properties appropriateness to design, code and
universal design requirements, environmental impacts, and effect on indoor air quality.
x The development of collaborative team building skills.

2.4. Current practice in Egyptian interior design education

So how has the Interior Design Education community in Egypt responded to this challenge for
responsible and sustainable solutions? What is the current status of sustainability in interior design
curricula? Are academics and students interested in sustainable design, and if they are, do they apply
those in their teaching? How have educators prepared themselves to teach sustainability to interior design
students? What are the obstacles to incorporating sustainability into interior design programs?
The current practice in teaching sustainability in Egyptian Interior Design Education is being
investigated to answer these questions. The discussions in this section are based on a survey to assess the
level of awareness and training background on sustainability.

3. Methodology
126 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131

To shed further light on these issues in the context of Egyptian Interior Design Education, and gather
data regarding the educators’ attitudes about sustainability. A questionnaire survey was fielded to 87
academic staff in all the faculties that offered undergraduate degrees in interior architecture or interior
design (5 faculties). These faculties were:
x Faculty of Fine Arts, Helwan University.
x Faculty of Fine Arts, Alexandria University.
x Faculty of Applied Arts, Helwan University.
x Faculty of Fine Arts, Minia University.
x Faculty of Fine Arts, Luxor University.
Forty-seven academics (54 per cent), replied, and all 5 Faculties have been represented by at least 3
respondents. The reason for non-response could be the usual lack of available time or interest to
participate in surveys. This study recognizes that some respondent bias could be present, since the more
ecologically passionate academics were more likely to answer than those who are less concerned with
these issues. Statistical analysis on the data was done using SPSS Version11.5 software. All survey
participants will remain anonymous.
Due to the fact that sustainable design education in interior design programs is a new area in Egypt, the
study could be limited by the lack of qualified educators as well as the lack of resources. So three
interviews with architectural professors who concern and teach sustainability was used to provide
qualitative data on educators’ opinions regarding sustainable design education and how to incorporate it
into the curriculum.

4. Results and Discussions

This section will present the results that emerged from the study. These results summarize the data
collected for the survey and the interviews. The study has revealed many things about the current status of
sustainability within interior design programs in Egypt.

4.1. The Current status of sustainability in interior design curriculum in Egypt

The data has revealed that all the interior design programs in Egypt do not teach sustainability in their
curriculum. The Survey showed that all the respondents (100%) responded "no" to the question asking if
sustainability is taught in their interior design program (see Figure 1). However three of the respondents
incorporated some aspects of sustainability in some courses by personal initiative.

Teaching Sustainability in The Programs Curriculum

no

100.00%

Fig1. Teaching sustainability in the curriculum

Despite the obvious need for the sustainable design education, The Egyptian interior design programs
have not integrated these issues into the curriculum, while, various design education surveys and studies
in many countries done in the disciplines of architecture (Zalina Shari1 and Mohd Fakri Zaky Jaafar
 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131 127

2006), interior design (Metropolis, 2003; Elliot, 2004; Ramirez, 2006) and mixed design disciplines
(Metropolis, 2002) have generally shown that sustainability issues are penetrating into core design
programs.
So our first recommendation on the need to emphasize the importance of integrating sustainability in
an interior design program with sustainability components explicitly stated in the curriculum.

4.2. Educators’ interest in sustainability

The interest in sustainability varied among the educators. Contrary to the expectations, (48%) of the
respondents were very interested in sustainability and (45%) of them were interested, however (5%)
respondents were neutral and (2%) were not interested (See Figure 2a). The majority of faculty also felt
that their students were either not interested or neutral in the topic, (See figure 2b).
Personal Interest in Sustainable Design

4.55%2.27%
very int erest ed
int erested
neutral
not interest ed

47.73%
45.45%

Fig.2. (a) Educators’ interest in sustainability; (b) Students’ interest in sustainability

4.3. Motivations for Teaching Sustainability

The study showed that the majority of the teaching faculty (79%) is willing to teach sustainability, (see
Figure 3), and many of them have a passion for the environment. This passion motivates these educators
to learn about sustainability and to teach it. Many of the faculty felt that their personal interest in the
environment is a motivating factor in their willing to teach sustainability.

The Willing to Teach Sustainability

no
yes
21.28%

78.72%

Fig. 3. Willing to teach sustainability

4.4. Sustainability in teacher education

In order for sustainability to be successfully embedded in interior design education, it is only logical to
expect the educators to be adequately informed and knowledgeable in sustainability themselves. This
section examines issues of the preparedness among educators with regards to sustainability knowledge. It
128 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131

was found that (20%) of respondents considered themselves very prepared to teach sustainable design,
and (47%) felt prepared, however (26%) of respondents considered themselves as being not adequately
informed about aspects of sustainable design, (see figure 4a).
Since sustainability has been viewed as a new and trendy movement within the interior design
profession and in the general public, the study showed that most faculty were self-taught in sustainability,
utilizing browsing through the internet (55%) and reading related books and scientific papers for
information (34%), however (8%) of respondents had the opportunity to attend conferences, do or
supervise postgraduate theses on sustainable design, (see figure 4b).
preparedness among educators with regards to Sustainability in Teacher Education
sustainability knowledge

practice 3%

9.30% very prep ared

p repared
unp repared well conferences workshops 8%

18.60% very unprep ared

25.58% articles and sientefic papers 34%

46.51%
internet 55%

10% 20% 30% 40% 50%

Fig.4. (a) Preparedness among educators with regards to sustainability knowledge; (b) Sustainability in teacher education

Attending programs i.e. courses, seminars, workshops, symposia, conference or other modes of
continuing education, are still not the prevailing means to increase respondents’ knowledge on
sustainability. A possible explanation could be that there is a scarcity of such programs related to
sustainability being held in Egypt. Therefore, our second recommendation is for the universities and
faculties to organize continuous and systematic training programs to increase the sustainable literacy
among interior design educators.

4.5. Sustainability integration into the program

The study showed that the majority of Interior Design Academics did not encourage sustainability as a
“stand-alone” course. As the data has indicated, (67%) of respondent thought sustainability is better
taught throughout a curriculum so that multiple aspects of it can be covered by various courses utilizing
different educators’ perspectives on the topic. The findings indicated that educators felt that if
sustainability is offered as a separate course the students will view it as an option and not a requirement
within their other course work, (see figure 5a).
How is sustainability integrated into the program
Sustainability included in Course Level

others 4%
y ear 4 7%

design project 4%
y ear 3 49%

integrated throughout the curiculum 69%

y ear 2 9%

as stand alone course 22%

y ear 1 19%
0% 20% 40% 60%

All respondents who selected " others"

freshman 16%
suggested that the sustainability issues
can be integrated into postgraduated
curricullum 10% 20% 30% 40% 50%

Fig.5. (a) Sustainability integration into the program; (b) Sustainability in course level
 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131 129

The interviews revealed that the basic principle of a holistic approach to sustainable design within the
design curriculum is preferred by the educators, and this approach has many possible advantages, whereas
incorporating sustainability into the curriculum allows educators to teach many different components by
covering them in many classes. Materials and technology courses cover sustainable materials and life-
cycle analyses, design courses cover application of sustainability in the design process, and lecture
courses discuss the social, ethical and personal responsibilities of the interior designer.
So the third recommendation is that the holistic approach to sustainable design within the Interior
Design curriculum is preferred, because the different courses allow for multiple aspects of sustainability
to be covered without forcing it all into one course.
Many of the faculty felt that sustainability should be introduced into the Interior Design curriculum
since year 3 (49% ) or year 4 (7%), where the situation improves as students progress into the upper
years , while the other respondents seem to disagree with the trend and suggested that sustainability
teaching must also be emphasized during the foundation years, (19% ) suggested that it should be
introduced since year 1and (16% ) suggested that it should be introduced since the freshman year ( see
figure 5b ).
The interviews revealed that it should be introduced as early as the freshman year, these educators also
felt that the various topics of sustainability should be taught throughout the interior design program at
every level.
Therefore, our fourth recommendation is to formulate a strategy on how we can increase the level of
sustainability awareness among lower year students in Egypt.

4.6. Obstacles in teaching sustainable design

The study indicated that there are many obstacles which were identified and categorized into 6
different categories: Educator, Resource, Government, Student, Curriculum, and subject.

4.6.1. Educator's factors

The most cited obstacles fall predominantly under the category of ‘educator's factors’. Among the
specified barriers under this category are the lack of awareness, interest and enthusiasm by other faculty
and the lack of exposure or knowledge; lack of training/education in sustainable design. Studies by Yang
and Giard (2001) and Metropolis (2002) state that the lack of academic staff training as well as the lack of
time for education are two frequently cited obstacles against integrating sustainability themes into design
education.

4.6.2. Resource factors

Among the barriers that identified are the shortage of sustainable building literature and effective
textbooks covering the subject matter in local libraries, in addition to the scarcity of sustainable building
examples in Egypt.

4.6.3. Government factors

The lack of act and enforcement by the government regarding any issues of sustainability as well as
the lack of agencies promoting the issues are among the barriers to promote sustainability in the interior
design education.

4.6.4. Student Factors

The barriers are related to attitude and linked mainly to the lack of interest and understanding on the
issues of sustainability.
130 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131

4.6.5. Curriculum factors

It is often described as being saturated already with little scope for additional content. The limited
space and time inside the interior design curriculum is an important obstacle in integrating sustainability
due to the amount of information that needed to be covered within the limited size and time frame of most
programs. The study indicated that the courses also are difficult to embed sustainability, due to their
existing content and purpose. This issue is complex but there seems to be evidence that few academics are
trying to incorporate sustainability in the teaching of some subjects.

4.6.6. Subject factors

Several issues relating to the subject matter of sustainability itself were identified. One problem
expressed by respondents was that the breadth and complexity of sustainability issues was beyond their
understanding. Taking a wide view of related comments, there is a possible inertia among educators due
to the difficulty in trying to make sense of the ‘abstract’ and then moving to ‘doable’ projects. Some
respondents even considered that sustainability is merely ‘fashionable’. Others regarded sustainable
development as ‘specialist’, and ‘complex’, requiring expert knowledge to make good decisions.

5. Conclusion

To promote ‘sustainability’ in Egyptian Interior Design Education, we introduce some

recommendations extracted from the study, which can be summarized as follow:
x The existing curricula in our programs should be reviewed and revised in order to promote
‘sustainability’ in interior design education.
x Organize training programs, i.e. seminar, conference, training, courses and etc. to increase awareness
among students and academics on issues of sustainability.
x The incorporation of sustainability must be at the earliest stage possible in interior design programs.
x Sustainability must not be limited to just material and product specifications, but should involve more
holistic approaches.
x More research was needed in sustainability within interior design. The types of research must vary
from material research, to human behavior, to predict if people would change their habits, further
researches that address the issues of sustainability are to be given more emphasis by universities.
x On the regulatory aspect, explicitly embedding sustainability requirements in by-laws would govern
more practicing architects, interior designers and educators to instill sustainability in their projects and
teachings.
x Government’s step to develop more real life sustainable projects is also highlighted as an effective
move towards enhancing public’s awareness on the importance of sustainability in the built
environment.
x The local media must play a role in generating more public awareness towards environmental
sustainability.
In conclusion, all the interior design programs across Egypt must step up their responsibility to teach
students the importance of sustainability and sustainable design. Let us take note that education is the
most vital part of sustainability and that with the development of standards and guidelines it will become
the next evolutionary step in interior design. Although the task is daunting, the profession of interior
design should do their part to have a sustainable planet.
 Rasha Mahmoud Ali El- Zeiny / Procedia - Social and Behavioral Sciences 38 (2012) 122 – 131 131

Acknowledgement

I would like to thank the faculty and staff of the Interior Design Departments who participated in the
survey, for their support.

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