University of Peradeniya
TERI School of Advanced Studies
Asian Institute of Technology
Arabaev Kyrgyz State University
The objectives of the project are as follows:
- To identify where interventions for circular economy (CE) may take place in the curriculum across the selected built environment professional programs in the selected ProSPER.Net countries; and
- To implement the integrated interventions in the selected programs.
The UN sustainable development goals (SDGs) were introduced on 1 January, 2016. The SDGs offer a framework for all levels of society to strive towards sustainable outputs and outcomes within a 15-year timeline to 2030. The SDGs underpin a better future by focusing on people, planet, prosperity, peace and partnerships. SDGs directly relating to the built environment are SDG 11 focusing on sustainable cities and communities, SDG 9 on resilient infrastructure and SDG 12 on responsible consumption and production. Cross-cutting SDGs include SDG 7 on energy and SDG 6 on water, among others. The role of building and construction is also linked to GDP performance of many economies, signalling the importance of SDG 8 on decent work and economic growth. The SDGs do not explicitly mention circular thinking or practices for the built environment. Yet, the principles underpinning sustainability and circularity are the same, especially those focusing on resource efficiency and conservation. The project Circular Economy Integration for Sustainable Built Environment Education focuses on circular economy integration in selected built environment programs in the partner universities.
Teaching & Learning Guidebook
‘Circular Economy in the Built Environment’ aims to enhance understanding of the circular economy and promote its implementation in both personal and professional activities. The Guidebook provides a brief introduction to circular economy definitions, principles, and case studies to support teaching and learning, as well as to understand and apply the circular economy in practice. It is based on collaborations undertaken for a research project by five universities: RMIT University, University of Peradeniya (UoP), Arabaev Kyrgyz State University (AKSU), TERI School of Advanced Studies (TERI-SAS), and Asian Institute of Technology (AIT).
View the Guidebook here.