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CIB Conferences

Abstract

To contribute to realizing a decarbonized society, the use of wood in buildings is being promoted worldwide. In recent years, new structures, construction methods, and materials for large wooden buildings have been developed. Support for the acquisition of design techniques, construction techniques, and techniques for understanding the performance of wooden buildings has become indispensable for introducing wooden construction. Japan and Finland have abundant forest resources and a long history of wooden construction. In recent years, the relaxation of regulations and the development of new materials have accelerated the movement toward the realization of large wooden buildings. The purpose of this study is to provide an overview of the challenges and directions of large wooden buildings education at universities in Japan and Finland. This paper compares the educational content of wooden construction at universities in both countries with the architectural education offered by firms specializing in the design of large wooden buildings focusing on the contents of wooden building systems. Furthermore, it will identify the educational content required for architectural education at universities. The analysis showed that the total number of study hours for wooden construction-related classes at universities in the two countries differed. However, some universities had almost the same ratio of study time for lectures, exercises, and design practice, and could be classified as “lecture-centered,” “exercise-centered,” “design-centered,” or “balanced”. In addition, companies involved in large wooden buildings in both countries require universities to have six competencies: properties of wood, manufacture of wood products, knowledge of wooden structure and construction methods, knowledge of laws related to wooden construction, history of wooden construction, and industrial production of wooden construction. And we found that the content and emphasis of these competencies differed between the two countries. These results indicate that Japanese in-house education tends to be comprehensive, covering planning and design, environment and facilities, regulations, structure, and construction. On the other hand, university education emphasizes the fields of planning and design, regulations, and structures, and only partially implements the fields of environment, equipment, and construction. In-house education in Finland has fewer items than in Japan, but university education is focused on the construction field.

The paper will be presented:

In-person

Primary U.N. Sustainable Development Goals (SDG)

Responsible Consumption and Production - - Ensure sustainable consumption and production patterns

Secondary U.N. Sustainable Development Goals (SDG)

Climate Action - - Take urgent action to combat climate change and its impacts

Primary CIB Task Group OR Working commission

W089 – Education in the Built Environment

Secondary CIB Task Group OR Working commission

W104 – Open Building Implementation

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