室内设计的外文翻译全文

中文译文

摘要本研究旨在探讨学生对环境可持续性的态度。为了确定他们对环境的关注程度以及学年对他们对环境可持续性的态度的影响，采用了一种采用横断面调查的定量方法。在吉达的阿卜杜勒阿齐兹国王大学(KAU)向78名室内设计学生分发了一份调查问卷。室内设计专业的学生参与了一项由三部分组成的调查，包括人口特征、生态和环境可持续性，以及评论。结果显示，学生对环境的兴趣程度属中等，他们对环境的态度大致上是正面和温和的。一般而言，学生对与自然有关的问题有了解和认识，但他们所获得的资料缺乏准确性。虽然结果还显示学生的理解室内设计可持续发展的产品和解决方案的使用场景中,有一个明显缺乏实际使用这些产品和解决方案在学生项目中,有一个学生说他们在做什么之间的差距在他们的项目和他们实际应用设计项目。最后，结果显示，受访学生对环境可持续性的态度和看法实际上并不取决于专业化变量或研究的水平。通过对负责任设计基础的深入应用，我们可以看到，热情和认真的学生可以被引导到环境的可持续性，并取得令人兴奋的结果。本研究的结果将有助于提高室内设计教育工作者对学生对环境可持续性的态度的认识。研究结果也说明了遵循可持续发展要求在室内设计项目中的应用以及不限制学生接触的重要性。

近年来，室内设计的实践经历了根本性的变化，设计策略主要集中在创造健康和可持续的环境，人们可以在其中生活、工作和娱乐(Bonda & Sosnowchick, 2006;Hayles, 2015;德米尔坎和阿法坎，2018)。然而，在实际的设计实践中，室内设计师的可持续选择是有限的(Kang & Guerin, 2009;Hayles, 2015)。一些研究强调了改变核心价值观和观念的必要性，这样长期的改变才能有效(Mate, 2009)。建立有利于环境的行为对于减少对环境的负面影响和迈向更可持续的未来至关重要。高等教育的作用是很重要的生产专业人员的能力保护环境(Şahin & Erkal, 2017),和在这个框架中,高等教育的目标应该是为学生提供的态度,价值观和行为发展的必要的局部和全局值(萨默斯et al ., 2000)。集成的知识、技能、态度和价值观通过本科阶段的学习,学生获得在职业和个人生活中,以及在他们的环境中,他们应该是一个关键的功能制定毕业后在他们的社区和职业(Şahin & Erkal, 2017)。教育是公众环境知识的一个关键因素(Polonsky et al.， 2011;Paco & Lavrador, 2017)。教育也可以解决上述的限制，教育应该更多地参与当地的环境，满足社区生产参与性科学知识的需求(Brundiers et al.， 2010)。

设计专业人员在为可持续发展铺平道路方面负有重大责任(Ruff & Olson, 2009)。教育工作者和室内设计的早期实践者认识到，我们对地球及其人口的责任是满足生活在我们设计的环境中的人们的需求和多样化的期望。我们现在意识到，室内设计的可持续性不仅仅是负责选择“生态”材料;还需要将它们与客户的价值观和愿景相匹配(McCoy, 2012)。因此，我们最关心的应该是使室内设计学生习惯于使用可持续的产品和方法;此外，在室内设计中，没有任何主题或项目与可持续性没有直接关系(McCoy, 2012)。然而，这一战略需要进一步努力，使室内设计行业采用更少的有害环境的做法(Ruff & Olson, 2009)。在这方面，室内设计认证委员会(CIDA)特别要求学术项目在他们的课程中采用可持续发展教育课程除了制定专业标准(2018年)外，还将形成与“生态系统和舒适性”相关的标准(14)，即“室内设计师将声学、热舒适和室内空气质量的原则与环境影响和人类福祉联系起来”。CIDA解释说，该标准“允许毕业生为制定适当的策略做出贡献，以确保室内环境的福祉、舒适和性能”，并将使他们更清楚自己的设计决策对环境的影响(CIDA, 2019)。可持续设计、环境设计、生态设计、绿色设计等，都是设计尊重环境的表达(El-Zeiny, 2012;Honadi, 2014)。可持续设计已经成为建筑和设计领域的主导运动，因为它涉及一种世界观和哲学，寻求最大限度地提高建筑环境的质量，同时最小化和消除对自然环境的负面影响(Honadi, 2014)。可持续设计在选址、用水、能源消耗和材料选择方面减少了对环境的影响(Rider, 2005;培根,2011)。设计可持续的室内环境的目的是将设计过程框架作为一种根据设计师需求变化的一般方法，与相关数据需求的识别、分类和规范相结合(Demirkan & Afacan, 2018)。一些研究人员已经证实，一个成功的项目是一个在设计过程的每个阶段，从实施到使用后的可持续性集成(Winchip, 2007;培根,2011)。可持续室内设计的特点各不相同，重要性也各不相同。因此，当室内设计师与用户合作非常重要时(Demirkan & Afacan, 2018)，除了要结合用户的兴趣、成本因素、时间限制和技术之外，还必须遵循一定的方法来改进选择(Demirkan & Afacan, 2018)。在这里，可持续性给项目的形成增加了一个额外的因素(Bacon, 2011)。可持续的室内设计主要包括能源消耗、材料和室内环境质量(IEQ)(即室内环境质量)。，建筑的内部条件，如空气质量、采光、外部开口等)，水的使用和废物管理(Khaleel, 2013)。可持续的建筑环境是有效整合场地、能源、水、材料以及资源和室内环境的结果(Demirkan & Afacan, 2018)。室内设计师在选择材料和实现低能耗系统方面处于领先地位(Khaleel, 2013)。可持续设计方案的概念方法通常与当地材料的使用、建筑指南、被动式太阳能系统、自然通风和照明联系在一起(Celiker, 2017)。在此背景下，Bacon提供了可持续设计实践的例子，确定了当地制造材料或快速可再生材料和/或可持续材料规范的重要性(Bacon, 2011)。下面(图1)是思维导图的总结，灵感来自Demirkan & Afacan(2018)设计的“有效利用环境的关键参考”表格。这张思维导图说明了可持续室内环境设计的基本基础。根据Giannelloni的广义和非常抽象的定义，行为可以被描述为生态的，并允许一个人，直接或间接地，避免自然环境的退化或有助于其保护和/或重复的恢复(Giannelloni, 1998)。换句话说，就对环境问题，包括环境污染、人口爆炸、自然资源减少、某些动植物物种灭绝等作出的积极认知和行为反应而言，行为是生态的。在这种情况下，Giannelloni发现人类作为活的有机体通常是嵌入在自然中的，我们的每一个行为都可能对自然产生直接的或直接的影响。这一观点强调，我们的日常行为，无论是作为消费者还是公民，都是无害的，并不能免除这种情况，并以环境为目标(Giannelloni, 1998)。在这一整体背景下，分析大学生对环境领域的知识、态度和行为尤为重要，因为这些学生代表了未来最重要的决策者(Paco & Lavrador, 2017;Al-Naqbi & Alshannag, 2018)。此外，今天刚毕业的设计师进入这个充斥着可持续性原则和实践的行业，在大多数情况下，他们没有合适的工具和信息来完成这项任务(McCoy, 2012)。因此,理解学生对环境问题的态度状况将支持可持续方法和产品的使用，并促进适当教育的设计(Ruff & Olson, 2009)。几项关于学生对可持续发展的态度的研究(Ruff & Olson, 2009;Şahin & Erkal, 2017),在室内设计师的态度关于可持续的室内设计实践(培根,2011),在变量影响学生的态度(啤酒的,2013),以及室内设计教育的影响对可持续设计的态度和协作学习(盖尔et al ., 2014)。一些研究人员发现，缺乏关于学生对可持续发展的态度的研究(Ruff & Olson, 2009;Şahin & Erkal, 2017)。Ruff & Olson让95名室内设计专业的学生评估他们对环境的兴趣程度。结果通过新环境模型(NEP)的调整版本来衡量，这决定了他们在项目中应用可持续室内设计实践的信心水平。结果显示，尽管这些学生接受了环境可持续性教育，但许多人相信自然可以持续更新。研究人员调查了教育工作者的责任，为可持续发展做准备，而不是假设学生在他们的设计项目中很容易接受这个概念(Ruff & Olson, 2009)。这一结论强调了支持可持续设计教育有效性的经验证据的必要性。Bacon从可持续室内设计的实践出发，研究了室内设计师的态度，以及消除环境问题需要克服的障碍。这些问题被分为五个方面:保护土地资源，鼓励在室内设计中使用可持续的做法，改善建筑物、人口的健康，以及使用的方向和开口。在室内设计中使用可持续实践的困难在于三个分类:项目技能、向可持续发展的过渡，以及与可持续设计相关的知识和技能。总的来说，对可持续室内设计实践的态度是积极的。态度和预期的困难之间存在相关性，这表明积极的态度在一定程度上有助于克服与可持续室内设计相关的困难。Beery对大学生的可持续发展意识进行了研究，以评估他们对可持续发展的生态和亲社会成分的参与程度。通过分析受访者在访谈中提出的建议，比尔指出，学生在整个职业生涯中参与的活动对他们的可持续发展观产生了积极和消极的影响。结果表明，教育必须被用作提高意识和促进积极行为的一种手段(Beery, 2013)。Gale等人采用社会建构主义方法，研究了不同教育水平(低、高)的室内设计学生对协作学习的态度和潜能的差异通过可持续和协作学习，影响室内设计教学对学生设计态度的影响。结果表明，高水平学生对可持续设计的“积极态度”高于低水平学生。研究人员注意到这两个变量之间的关系。尽管如此，研究结果显示，与低水平学生相比，高水平学生在合作学习方面的地位较低。从这个角度来看，研究人员强调了在室内设计教育领域，除了可持续设计培训外，还需要关注协作学习，以提高未来学生的专业成功(Gale et al.， 2014)。Şahin & Erkal调查两个不同群体之间的态度环境可持续性(学生学习“儿童发展”和那些研究“社会工作”)通过五个维度:1)环境问题;2)“对环境问题不敏感”;3)“为环境可持续性而循环再造”;4)“对可持续环境的负面思考”;5)“可持续环境的重要性”。结果显示，学习“儿童发展”的学生比学习“社会工作”的学生“更有环境意识”，他们的知识和教育水平显然是建立在环境意识的基础上的。研究人员透露,知识应该提高环境快速变化的挑战和这些变化应该被包括在大学项目(Şahin & Erkal, 2017)。

附录二外文原文

Abstract This study aims to investigate the attitudes of students towards environmental sustainability. To identify their level of concern for the environment and the impact of the academic year on their attitudes towards environmental sustainability, a quantitative approach was adopted using a cross-sectional survey. A questionnaire was distributed to (N = 78) interior design students at King Abdulaziz University (KAU) in Jeddah. Interior design students responded to a three-part survey including demographic characteristics, ecology and environmental sustainability, and comments. The results revealed that students’ level of interest in the environment was moderate and that their attitudes were generally positive and moderately pro-environmental. In general, there was understanding and awareness among students regarding the problems related to nature as well as a lack of accuracy of the information they obtained. Although the results also showed students’ understanding of the use of sustainable products and solutions in interior design scenarios, there was a clear lack of actual uses of these products and solutions in student projects, and there was a gap between what students said about what they were doing in their project and what they actually applied in their design projects. Finally, the results indicated that the attitudes and perceptions of the students surveyed regarding environmental sustainability did not actually depend on the specialization variable or the level of the study. Through a deeper application of the fundamentals of responsible design, it is shown that enthusiastic and conscientious students can be guided towards environmental sustainability and achieve exciting results. The results of this study will help to raise awareness of interior design educators about students’ attitudes towards environmental sustainability. The results also illustrate the importance of following the application of sustainability requirements in interior design projects and of not limiting student exposure.

Introduction In recent years, the practice of interior design has undergone an essential change through design strategies primarily focused on producing healthy and sustainable environments in which people can live, work and play (Bonda & Sosnowchick, 2006; Hayles, 2015; Demirkan & Afacan, 2018). Nevertheless, there is a limited number of sustainable choices in actual design practice by interior designers (Kang & Guerin, 2009; Hayles, 2015). Some studies have emphasized the need to change core values and perceptions so that long-term changes can become effective (Mate, 2009). Building pro-environmental behaviours is essential to reducing negative environmental impacts and moving towards a more sustainable future. The role of higher education is important for producing professionals capable of protecting the environment (Şahin & Erkal, 2017), and within this framework, higher education should aim to provide students with the attitudes, values and behaviours necessary for the development of local and global values (Summers et al., 2000). The integration of the knowledge, skills, attitudes and values that students obtain through their undergraduate studies in their professional and personal lives, as well as in their environment, is one of the key functions they are supposed to enact in their communities and careers after graduation (Şahin & Erkal, 2017). Education is a critical factor in public knowledge of the environment (Polonsky et al., 2011; Paço & Lavrador, 2017). Education may also be able to address the limitations mentioned above, and education should be more involved in the local context and meet the community’s needs for the production of participatory scientific knowledge (Brundiers et al., 2010).Design professionals have a major responsibility in paving the way for sustainability (Ruff & Olson, 2009). Educators and early practitioners of interior design realized that our responsibility to the planet and its population is to meet the needs and diverse expectations of people living in the environments we design. We are now aware that sustainability in interior design is more than only being responsible for selecting “ecological” materials; it is also necessary to match them with the client’s values and vision (McCoy, 2012). Therefore, our greatest concern should be to accustom interior design students to the use of sustainable products and methods; moreover, there is no subject or project in interior design that is not directly related to sustainability (McCoy, 2012). However, this strategy requires further efforts to make the interior design industry adopt fewer environmentally harmful practices (Ruff & Olson, 2009). In this regard, the Council for Interior Design Accreditation (CIDA) has specifically required academic programs to adopt sustainability education in their curriculum in addition to the setting professional standards (2018) to form a standard (14) related to “ecosystems and comfort” whereby “interior designers use the principles of acoustics, thermal comfort and indoor air quality in relation to environmental impact and human well-being”. CIDA explained that this standard “allows graduates to contribute to the development of appropriate strategies to ensure well-being, comfort and performance in the interior environments” and will make them more aware of the environmental impact of their design decisions (CIDA, 2019). Sustainable design, environmental design, eco-design, green design, etc., are expressions designating a design that respects the environment (El-Zeiny, 2012; Honadi, 2014). Sustainable design has become a leading movement in the field of architecture and design, as it concerns a worldview and philosophy that seeks to maximize the quality of the built environment while minimizing and eradicating the negative effects on the natural environment (Honadi, 2014). Sustainable design reduces the impact on the environment in terms of location selection, water use, energy consumption and selection of materials (Rider, 2005; Bacon, 2011). The aim of designing a sustainable interior environment is to integrate the design process framework as a general approach that changes according to the needs of designers with the identification, classification and regulation of relevant data requirements (Demirkan & Afacan, 2018). Some researchers have confirmed that a successful project is one that integrates sustainability at every stage of the design process, from implementation to post-occupancy (Winchip, 2007; Bacon, 2011). Sustainable interior design characteristics vary and are of varying importance. Therefore, one must follow certain methods to improve options when it is important for the interior designer to collaborate with users (Demirkan & Afacan, 2018) in addition to combining user interests, cost factors, time restraints and technology. Here, sustainability assigns an additional factor to the formation of the project (Bacon, 2011). The aspects of sustainable interior design mainly include energy consumption, materials and the interior environmental quality (IEQ) (i.e., the internal conditions of the building, such as air quality, daylight access, openings on the exterior, etc.), water use and waste management (Khaleel, 2013). A sustainable built environment is the product of efforts to effectively integrate site, energy, water and materials as well as resources and the interior environment (Demirkan & Afacan, 2018). Interior designers take the lead in selecting materials and achieving low-consumption energy systems (Khaleel, 2013). Conceptual approaches to sustainable design proposals are often linked to the use of local materials, building guidance, passive solar systems, natural ventilation and lighting (Çeliker, 2017). In this context, Bacon provides examples of sustainable design practices, identifying the importance of local specifications for manufactured materials or fast renewable materials and/or sustainable materials (Bacon, 2011). The following (Figure 1) is a summary of a mind map inspired by the table “Key references for the effective use of the environment” designed by Demirkan & Afacan (2018). This mind map illustrates the essential foundations on which the design of sustainable interior environments should be based. According to Giannelloni’s broad and very abstract definition, behaviour can be described as ecological and allows one, directly or indirectly, to avoid the degradation of the natural environment or to contribute to its protection and/or repeated rehabilitation (Giannelloni, 1998). In other words, behaviour is ecological in regard to positive cognitive and behavioural responses to environmental problems, including environmental pollution, the population explosion, the reduction of natural resources, the extinction of some species of animals and plants, etc. In this context, Giannelloni finds that humans as living organisms are usually embedded in nature and that each of our actions may have direct and somewhat immediate consequences on nature. This view emphasizes that our daily behaviours, which are harmless as consumers as well as citizens, are not exempt from this situation and aim to be environmental (Giannelloni, 1998). In this overall context, analysis of the knowledge, attitudes and behaviour of university students regarding the environmental field is particularly important, as these students represent the most important decision makers of the future (Paço & Lavrador, 2017; Al-Naqbi & Alshannag, 2018). Moreover, graduating designers who enter the profession today, which is saturated with the principles and practices of sustainability, in most cases do not have the appropriate tools and information to accomplish the task (McCoy, 2012). Thus, understanding the situation of students’ attitudes towards environmental issues will support the use of sustainable methods and products and facilitate the design of appropriate education (Ruff & Olson, 2009). Several studies have been conducted on the attitudes of students towards sustainability (Ruff & Olson, 2009; Şahin & Erkal, 2017), on the attitudes of interior designers regarding sustainable interior design practices (Bacon, 2011), on the variables affecting student attitudes (Beery, 2013), and on the impact of interior design education on attitudes towards sustainable design and collaborative learning (Gale et al., 2014). Some researchers have revealed a lack of studies on student attitudes towards sustainability (Ruff & Olson, 2009; Şahin & Erkal, 2017). Ruff & Olson asked 95 interior design students to assess their level of interest for the environment. The results were measured by an adapted version of the new environmental model (NEP) scale, which determines their level of confidence in applying practices of sustainable interior design in projects. The results showed that despite these students’ environmental sustainability education, many were convinced that nature could be continually renewed. Researchers have examined the responsibility of educators to prepare for sustainability rather than assume that students will easily embrace this concept by themselves in their design projects (Ruff & Olson, 2009). This conclusion underscores the need for empirical evidence to support the effectiveness of sustainable design education. Bacon studied the attitudes of the interior designers from the practice of sustainable interior design and the obstacles to be overcome to eliminate environmental problems. The queries were categorized into five issues: conserving land resources, encouraging the use of sustainable practices in interior design, and improving the health of buildings, populations, and the direction and openings for use. The difficulties with use of sustainable practices in interior design were founded on three classifications: project skills, transition to sustainability, and knowledge and skills associated with sustainable design. In general, the attitudes to sustainable interior design practices were positive. There was a correlation between the attitudes and the difficulties expected, suggesting that a positive attitude contributed, in part, to overcoming the difficulties associated with sustainable interior design. Beery performed a study of the sustainability awareness of university students to evaluate their participation in the pro-ecological and prosocial components of sustainability. By analysing what have suggested by participants in interviews, Beery noted that the activities in which students participated throughout their careers affected their vision of sustainability both positively and negatively. The results recommend that education have to be used as a means of raising awareness and promoting positive behaviours (Beery, 2013). Taking a social constructivist approach, Gale et al. studied the difference in attitudes towards collaborative learning between interior design students who belonged to two different levels of education (lower and higher) and the potential impact of interior design teaching on their attitudes towards design via sustainable and collaborative learning. The results suggested that top-level students had more “positive attitude” towards sustainable design than lower-level students. The researchers noted a relationship between the two variables. Nonetheless, the results showed that top-level students had less favourable positions regarding collaborative learning than lower-level students. From this standpoint, researchers have emphasized the need to focus on collaborative learning alongside sustainable design training in the field of interior design education to enhance the professional success of future students (Gale et al., 2014). Şahin & Erkal investigated the attitudes towards environmental sustainability between two different groups (students who studied “child development” and those who studied “social work”) through five dimensions: 1) environmental issues; 2) “insensitivity to environmental problems”; 3) “recycling for environmental Sustainability”; 4) “negative thinking about a sustainable environment”; and 5) “the importance of a sustainable environment”. The results exposed that students studying “child development” “were more environmentally conscious” than those studying “social work” and that their knowledge and level of education were clearly based on environmental awareness. Researchers have revealed that rapid changes in environmental knowledge should be raised as a challenge and that these changes should be included in university programs (Şahin & Erkal, 2017).