绿色基础设施发展作为马来西亚沙巴大学可持续发展教育模式

Izyan Ayuni Mohamad Selamat, Shahida Mohd Sharif, Januarius Gobilik
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摘要

在大学校园内发展绿色基础设施(GI)被认为是可持续发展教育(ESD)的基础之一,这一举措可以为校园社区带来各种好处。本研究分享香港大学可持续农业学院发展地理标志的经验,即以屋顶花园作为可持续发展教育的媒介。项目分为四个阶段:组建规划管理团队、参与式规划、场地盘点与分析、地理标志设计与开发。计划和管理团队包括对该项目感兴趣的学术人员和学生。在参与规划方面,小组成员参与讨论如何将地理标志发展为可持续发展教育的媒介,包括在校园多个地点参加有关硬景观和软景观的小型培训。这次讨论和培训使团队成员为站点清单和分析做好了准备。在后者中,最终选择行政大楼的屋顶区域进行地理标志开发。选定的屋顶区域最初是作为天文台区域建造的,但发现与城市环境相关的原型问题:缺乏植被,强烈的太阳辐射,不适合多功能使用。基于这些因素,在地理标志设计和开发阶段,使用可持续景观方法解决了这些问题,例如,增加植被覆盖,减少太阳辐射和眩光,并为该地区配备高效的灌溉系统。在项目结束时,参与者直接接触到识别环境问题及其解决方案的关键,通过这种方式,他们在校园环境中开展可持续发展倡议。该项目显示了地理信息系统在促进校园社区可持续发展和实现ESD.Â目标方面的潜力
本文章由计算机程序翻译,如有差异,请以英文原文为准。
GREEN INFRASTRUCTURE DEVELOPMENT AS EDUCATION FOR SUSTAINABLE DEVELOPMENT MODEL IN UNIVERSITI MALAYSIA SABAH
A development of green infrastructure (GI) on university compound has been acknowledged as one of the foundations of Education for Sustainable Development (ESD), an initiative that could provide various benefits to the campus community. The present study shared the experience of the Faculty of Sustainable Agriculture, UMS in the development of GI, namely, a rooftop garden as a medium for ESD. The project was divided into four phases: formation of planning and management team, participatory planning, site inventory and analysis, and GI design and development. The planning and management team involved academic staff and students interested in the project. In the participatory planning, the team members took part in a discussion on strategies to achieve the development of GI as a medium for ESD including taking part in mini training on hard and softscaping at several locations on the campus. This discussion and training prepared the team members for the site inventory and analysis. In the latter, the roof area of the administrative building was finally selected for the GI development. The selected roof area was originally built as an observatory area but was found to have an archetypal problem associated with the urban environment: absence of vegetation, intense solar radiation, and unfit for multifunctional usage. Based on those factors, during the GI design and development phase, the problems were solved using sustainable landscape approaches, for example, increasing the vegetative cover, reducing the solar radiation and glare, and fitting the area with an efficient irrigation system. At the end of the project, the participants had been exposed directly to the keys to identifying environmental issues and their solutions, and by this way, they were carrying out sustainable initiatives on campus environment. The project signifies the potential of GI development in empowering the campus community towards sustainable development and achieving the objectives of ESD. 
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