Sustainability literacy should be embedded in built environment higher education. We explored the contribution of interdisciplinary studios to students’ sustainability literacy. We ran a studio with Urban Planning and Landscape Architecture students, focused on a coastal brownfield renewal in Victoria, Australia. Studio activities and assessments were designed based on constructivist and experiential learning principles. Students’ learning experiences were evaluated through surveys and focus group interviews, and analyzed against an integrated framework. Results show that simulating real-world situations, game-based and role-playing activities, and applying sustainability principles to a complex site encourage creativity, shared control, and negotiation, which foster experiential sustainability learning.

可持续发展素养应该被嵌入到建筑环境高等教育中。我们探索了跨学科工作室对学生可持续性素养的贡献。我们与城市规划和景观设计系的学生一起经营了一个工作室，专注于澳大利亚维多利亚州的沿海棕地更新项目。工作室的活动和评估是根据建构主义和经验学习原则设计的。通过调查和焦点小组访谈对学生的学习经历进行了评估，并根据一个综合框架进行了分析。结果表明，模拟现实情况，基于游戏的活动和角色扮演活动，并将可持续性原则应用于复杂的场所，可以鼓励创造力，共享控制和谈判，从而促进体验式可持续性学习。