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Abstract
This article presents partial results from an ongoing research project aimed at proposing a methodological strategy for the partial implementation, in educational practice, of a didactic tool for measuring sustainability in architectural projects. It stems from the question: How can a didactic tool be developed within the educational practice to enhance the outcomes of the teaching-learning process in the field of design? To this end, a qualitative approach was adopted using Participatory Action Research (PAR), through the development of several phases including a preliminary diagnosis, direct interaction with the educational community, construction of a theoretical framework, categorization of the information, and the design of an action plan. The partial results show that the strategy implemented, based on the use of worksheets to assess the economic, social, environmental, technological, and administrative dimensions, makes it possible to objectively record sustainability in architectural projects. Additionally, an improvement was observed in students’ interpretative, argumentative, and collaborative skills, along with enhanced interaction between teachers and students. The partial implementation of this didactic tool stands out as an innovative and effective resource for transforming traditional teaching paradigms, promoting meaningful, autonomous, and collaborative learning. These findings underline the importance of integrating systematic assessments that allow for accurate evaluation of sustainability in architectural projects, laying the groundwork for future improvements in educational practice.
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