VIRTUAL: Applying Education

Abstract

Reducing the emissions of greenhouse gases is essential in mitigating climate change impacts. In developed countries, which contribute the most to polluting the atmosphere, meaningful reduction of emissions hinges upon decarbonising existing homes. Owner-occupied homes constitute most of the existing house stocks in these contexts. Hence, they are where most climatic benefits can be made. However, adopting low-carbon measures has remained entirely at the discretion of homeowners, who require further encouragement based on the current rate. This paper understands education in expanding the capacities of homeowners to adopt energy-efficient measures. The study moves beyond top-down approaches that utilise learning as persuasion. Instead, it shifts to a more humanistic view that discerns education in supporting owner-occupiers to make sense of retrofit measures. By framing house improvement projects as teachable moments, the paper investigates ways exchanges with experts expand homeowners’ understanding and competencies around retrofitting. Due to the strategic position of architects and their close relationship with clients, the study mainly focused on the educative role of architects. Considering meetings between architects and owners as learning sites, four of these events at different stages of home improvement projects (RIBA Stage 1, 2, and 3) were observed. The study employs Schatzki’s social practice theory of learning, which traces education in augmenting operability. The analytical lens allows locating instances of naturally occurring talks in which architects increase homeowners’ performance regarding energy efficiency. The findings show architects expand homeowners’ operability by supporting them to consider more energy-efficient possibilities of actions and fulfilling actions more efficiently.