العلاقة بين تصميم المدارس المستدامة ذات البصمة الكربونية المنخفضة والهوية | ||||
| Engineering Research Journal | ||||
| Volume 182, Issue 2, June 2024, Page 305-321 PDF (1.04 MB) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/erj.2024.359249 | ||||
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| Authors | ||||
| رحاب ربيعي محمد* 1; سحر مرسى محمد2; رانيا فؤاد إسماعيل3 | ||||
| 1مهندس معماري، بهيئة الأبنية التعليمية | ||||
| 2أستاذ مساعد بقسم الهندسية المعمارية، كلية الهندسة بالمطرية، جامعة حلوان | ||||
| 3مدرس بقسم الهندسة المعمارية، كلية الهندسة بالمطرية، جامعة حلوان | ||||
| Abstract | ||||
| In recent times, the world has witnessed that modern educational buildings are no longer environmentally friendly, and the interest in technology and modernity in design has become more concerned with the environment surrounding the building. Thus, an environment has begun to emerge that poses a danger to us from water and air pollution and the rise in the earth’s temperature from the thermal emissions produced by some materials during their life cycle. Or during operation, installation, and exhaustion of non-renewable resources, all of this called for saving these buildings (Al-Ghamdi, 2007). Shedding light on educational buildings because they are the nucleus of influence in society to develop urbanism and the environment and raise the level of environmental awareness among the student and teacher sector through positive environmental practices is to achieve the principles of sustainability in Architectural design and reducing negative impacts on the environment, especially in the field of (water - energy - air - waste), as well as reducing carbon dioxide emissions to benefit the structure, economy and society and achieve harmony with the environment to protect, sustain and preserve it (Ismail, 2012). In order for this harmony to be achieved, The building has an identity, as each country has its own architectural identity that distinguishes it from others and makes it unique so that it remains in our memories unforgettable, from the building’s design, shape, colour, building materials, decorations and architectural elements that distinguish it. We find the West calling for the spread of one architectural style (a comprehensive character) that ignores identity and does not belong to a specific place or It is appropriate for the climatic conditions of each environment. Not everything new inspired by the West is suitable for us. Everything new must be suitable for our circumstances and needs. (Al-Alfi, March 2009) Preserving the local architectural identity is considered one of the most important issues that concerns all people. Given this importance, the study focused on researching and studying schools to determine the extent to which the relationship between the design of sustainable schools with a low carbon footprint and identity has been achieved. The focus of the study was on standards that reduce carbon. And the elements of architectural identity to reach an environmentally friendly school building. The study reached a proposed methodology for how to design a sustainable school building with a low carbon footprint and has an architectural identity. | ||||
| Keywords | ||||
| Carbon footprint; low carbon schools; sustainable schools; identity | ||||
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