In the sun-drenched classrooms of Ecuador’s Pontifical Catholic University, Manabí campus (PUCEM), a unique pedagogical experiment is unfolding, one that could reshape how architects and engineers approach sustainable design. Aimee Delgado-Cruz, a researcher from the Pontifical Catholic University of Ecuador and the Regional Amazonian University IKIAM, has been exploring the power of Participatory Action Research (PAR) to bridge the gap between theory and practice in bioclimatic design education.
Delgado-Cruz’s study, published in the journal *Advances in Building Education* (translated as *Advances in Construction Education*), focuses on the university’s Architecture program, where students are tasked with designing and constructing solar protection prototypes. The PAR approach, which emphasizes active participation and collaborative problem-solving, has yielded impressive results. “The students are not just learning about bioclimatic design; they are living it,” Delgado-Cruz explains. “They are the researchers, the designers, and the builders, all at once.”
The impact on student engagement and understanding has been profound. In a survey of 13 students, a significant majority reported that the PAR methodology enhanced their active participation and deepened their conceptual comprehension. One student noted, “The prototype construction was not just a project; it was a journey. It made the theoretical concepts tangible and reinforced our understanding.”
For the energy sector, the implications are substantial. As buildings become increasingly energy-efficient, the demand for professionals skilled in bioclimatic design is on the rise. Delgado-Cruz’s research suggests that PAR could be a key to cultivating the next generation of architects and engineers who are not only technically proficient but also deeply engaged with the practical challenges of sustainable design.
The study also highlights areas for improvement, particularly in collaborative work management and timely feedback. Addressing these challenges could further enhance the effectiveness of PAR in educational settings. Delgado-Cruz is optimistic about the future, envisioning a landscape where participatory learning becomes a cornerstone of architectural education. “This is not just about building prototypes; it’s about building a new way of learning,” she says.
As the world grapples with the urgent need for sustainable solutions, Delgado-Cruz’s work offers a compelling vision of how education can evolve to meet these challenges. By fostering active participation and deepening conceptual understanding, PAR has the potential to shape the future of bioclimatic design, one prototype at a time.