Green technologies pedagogy using virtual learning spaces for architecture students: a scoping review

This paper examines the impact of Virtual Learning Spaces (VLS) on green building education and to augment architectural pedagogy as well as sustainability awareness among undergraduate learners. Through a scoping review methodology, the literature database was searched for relevant concepts, which were retrieved and analyzed from the year 2014 onwards to identify common VLS strategies. In this paper, the three aspects of the major methods of implementation of VLS are investigated along with the position of VLS to clarify student comprehension of green building principles and its influence on student outcomes. The findings suggest that leveraging digital tools, including virtual reality (VR), gamified simulations, and interactive learning platforms, significantly enhances student engagement, conceptual understanding, and application of sustainability principles. Moreover, this study highlights the relevance of using VLS in the curriculum design process since it creates a connection between what is learnt and what is done. While VLS possesses significant benefits for green building pedagogy, effectiveness is contingent on well-structured implementation in conjunction with contemporary architectural theory and educational practices. Further research should focus on strategies for long-term adoption, usability enhancements, and integration with AI-supported learning platforms to provide a more optimal solution to sustainability education. These research backgrounds contributed to the debate on digital education and augmented focus on sustainability-aligned global goals and built environmental scenarios for architecture students prepping them for the real world environmental problems.

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