From Theory to Practice – Interior Design Education for More
Sustainable Future
LIUDMILA CAZACOVA, ANIS SEMLALI
Department of Architecture
American University of Ras Al Khaimah
American University of Ras Al Khaimah Road, Ras al Khaimah, PO Box: 1002
UNITED ARAB EMIRATES
Abstract: - This article discusses the role interior design education plays in the development of greener buildings.
Through the encouragement of making sustainable design choices along the design process, the education
cultivates a sustainable mindset that contributes to the development of greener spaces, buildings and
communities. Even though United Arab Emirates (UAE) shows relatively low per capita CO2 emissions, its
building energy efficiency score lags behind that of other nations. This research applies a two-step methodology
(qualitative and experimental) to investigate the nexus between interior design, education, and Leadership in
Energy Efficient Design-Interior Design and Construction (LEED ID+C) in promoting sustainable buildings
design in the UAE. Qualitative methods are applied for the review and analyses of the relevant literature, while
experimental measures the efficiency of integrating the LEED ID+C framework into an interior design studio as
a teaching method. This experimental teaching method challenges students to comply with LEED ID+C v.4.1
reference guide from the very beginning of the design project and throughout all phases until project completion.
The success of the experimental teaching methods is measured through a set of criteria that include information
acquisition, knowledge and skills development, and awareness enhancement. As the participant pool varies from
level two to level four students, the experiment reflects a comprehensive educational perspective. The results of
this study show that such experimental teaching methods contribute to bridging the gap between sustainable
interior design theory and practice by instilling sustainability consciousness and skills in students. The results
also demonstrate that the experimentation eradicates the barriers to sustainable interior design practice as it relates
to Information, Knowledge, and Awareness. The study concludes by highlighting the benefits of the experimental
teaching method and suggests how the method can be further improved.
Key-Words: - Sustainable Development, Sustainable interior design, education for sustainable development,
LEED ID+C, Studio teaching approach, Experimental teaching.
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1 Introduction
Sustainability is the aptitude of our society to be,
develop, and wisely utilize the available Earth’s
resources without compromising the needs of the
generations to come. In order to maintain the existing
ecosystems of the planet, the society needs to make
more sustainable choices and practice sustainable
living. In 2005 United Nations (UN) initiated a global
partnership through the 2030 Agenda for Sustainable
Development that offers future prosperity to the
planet and its inhabitants via society transformation,
[1]. In this process of society transformation into a
more sustainable one, education plays a significant
role. The role of education in sustainable
development process is also accented by United
Nations Educational, Scientific and Cultural
Organization (UNESCO) through the Education for
Sustainable Development (ESD): A road map, [2].
ESD recognizes the quality of teaching and learning
as an essential component for creating a more
sustainable future. In ESD five key aspects are
highlighted – policy, learning environments, building
capacity of educators, youth and local-level actions
as playing a substantial role, [3].
Despite the fact that the nations all over the world
adapted the SDGs and ESD, sustainability is still not
fully addressed in interior design practice and
education, [4], [5]. Does interior design play any role
in transformation of the society into a more
sustainable one?
According to records, [6], from 20 to 50% of the
planet resources are consumed by buildings.
Furthermore, buildings worldwide are accountable
for 40% of all energy used, 30% of greenhouse gas
emissions and for 40% of waste that is generated by
the construction industry, [4]. In addition, buildings
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along with the building industry utilize 35% of the
total energy that is produced globally and are
accountable for 38% of the emissions, [7].
Considering that interior designers are dealing with
buildings/spaces and are the decision makers, when
it comes to the systems, materials and products used
in buildings, they have a substantial impact on
buildings’ overall sustainability, [6], [8]. Interior
designers, analyze the needs and behavior of
building’s user as well as the ways the user interacts
with the surroundings spaces and suggest spaces that
are functional, healthy and also aesthetically
pleasant, [9], [10]. As mentioned previously, interior
designers select systems (such as heating, ventilating,
air-conditioning, plumbing, acoustic, day- and
artificial lighting, etc.) as well as specify materials
and products that deliver quality indoor
environments. Therefore, the sustainability of a
building, as well as the building impact on
environmental and user wellbeing is significantly
subject to the choices interior designers make.
Bearing that in mind, is important to transform the
learning environment, educate future interior
designers and ensure they make sustainable choices
as future practitioners. As stressed by ESD, the
transformed education should not target to change the
climate, but rather the minds via equipping
individuals and communities with the understanding,
skills and attitudes for making better choices and
creating a more sustainable world and climate-
resilient societies, [2].
Nations around the world, including United Arab
Emirates (UAE) adapted UN 2030 Agenda for
Sustainable Development and as a result developed
their Sustainable Development Goals (SDGs). For
instance, in 2017 UAE published its 2030 Agenda for
Sustainable Development and identified the 17 SDGs
that aim at creating a more sustainable nation, [11].
Goal 13, for instance, aims in mitigating climate
change, while goal 11 in creating sustainable cities
and communities. Statistic data for 2022 shows that
the CO2 emissions from residential, commercial and
public services in the UAE is comparatively low (0.5
per capita) to the USA (11 per capita), [12]. However,
the comparison of the buildings’ score in energy
efficiency of the two above mentioned countries
shows that the UAE is way behind the USA (UAE
9.5 and USA 17), [13].
Considering that interior designers play a
significant role in overall sustainability of a building,
(that includes also energy efficiency), this research
focuses on interior design education and the role it
plays in changing the mindsets of students for making
more sustainable choices that in its turn will
contribute to designing more sustainable and greener
buildings in the UAE. The research attempts to
bridge the theory and practice in sustainable interior
design education via application of Leadership in
Energy Efficient Design-Interior Design and
Construction (LEED ID+C) in interior design studio.
There reasons of choosing LEED ID+C as a bridge
between theory and practice are: students are aware
of it due to the program curriculum; it addresses
different aspects of sustainability; and it aims to
deliver the triple bottom line revenues to our globe,
people and the economy, [14]. The research describes
an experimental teaching approach applied in the
Department of Architecture at American University
of Ras Al Khaimah (AURAK), where three faculty
teaching interior design courses got together for
increasing students’ awareness in sustainability
through practicing it. Through monitoring and
assessing the information, knowledge and awareness
students acquired during the experiment, the research
concludes with listing its benefits and suggests how
the teaching method can be further improved.
2 Theoretical framework
Due to the fact that sustainable interior design
considers user’s emotional and physical wellbeing
along with the environmental wellbeing, it can be
defined as a wholistic practice that initiates from the
triple bottom line (social, environmental and
economic), [4]. Interior design is described as a
multidisciplinary practice that explores and bridges
the two environments – natural and the human.
Interior designers must be aware of architecture and
engineering, building systems and materials, human
behavior, ergonomics, social, economic and
environmental sciences and much more, [15].
Therefore, the education in interior design is also
defined as wholistic in terms of sustainability.
Sustainable education in interior design is much
dependent on interdisciplinary curriculum and well
as on transformative and innovative teaching
approaches of the educators that contribute to the
preparation of a new generation of designers
equipped with knowledge and skills in sustainable
design and are enthusiastic about creating a new,
more sustainable world, [15]. Besides the application
of transformative teaching methods, interior design
educators must also employ methods to meet Council
of Interior Design Accreditation (CIDA) program
performance criteria. Additionally, they should be
aware of green building regulations and various
certification programs, [16], to promote
sustainability and green design through embedding it
into course content and delivery methods, [15].
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Bachelor of Arts in Interior Design (BAID)
program at AURAK was created to meet CIDA
criteria and focuses on human and environmental
wellbeing. The component of sustainability is
considered in each of the courses the program offers,
however there are several courses that explores it
thoroughly. One of such courses is Sustainable
approaches in interior design that offers knowledge
in sustainable interior design as well as in LEED
ID+C. As seen from the Table 1, students start
accumulating knowledge and skills related to
sustainability starting from level 1 with increasing
complexity until level 4, when they graduate.
Table 1. Sustainable design education courses in
BAID at AURAK
Level
Course
Aim
1
Design Processes,
Human Factors and
Ergonomics
Educates students about
the design process and
user-oriented design.
2
Sustainability and
Human-
Environment
Relations
Provide students with
basic knowledge in
sustainability as it relates
to human-environmental
interactions
2
Sustainable
Approaches in
Interior Design
Offer in dept understating
of the notion of
sustainability as it relates
to buildings, spaces,
environment through
LEED ID+C (Leadership
in Energy Efficient Design
Interior design and
construction) rating
system.
2
Interior
Construction
Methods, Materials
and Finishes 1&2
Explore materials and
finishes, and their impact
on environment and
human wellbeing.
3
Environmental
Systems 1: Indoor
comfort and human
wellbeing
Experience indoor
environmental systems
selection, their integration
into buildings/spaces and
their impact on
environmental and human
wellbeing.
3
Environmental
Systems 2: Design
with light and sound
Practice acoustic and
lighting design (including
daylight) considering the
impact design solutions
may have on environment
and spaces inhabitants.
4
Professional
Practice 1: Codes
and Regulations
Recognize wellness codes
and regulations and rating
systems (other than LEED
ID+C)
Despite the fact that the program offers eight
sustainability-oriented courses and that other
courses’ learning outcomes assess students’
knowledge and skills related to environmental and
human wellbeing too, a gap between the theory and
practice is still evident. In interior design education
this is often the case – sustainability theory and
practice are disconnected, [4]. This discontinuation
between theory and practice in education creates
certain barriers to sustainable interior design practice.
There are five barriers to sustainable interior design
practice that are identified as: a) Economic, b)
Attitude and Market, c) Information, Knowledge, and
Awareness; d) Governmental, e) Technology and
Training, [4]. However, this research focuses on one
of them only that is the most closely related to
education - Information, Knowledge, and Awareness.
3 Methodology
This research is divided into two steps and applies
two different research methods – qualitative and
experimental. During the first step of the study a
qualitative research method is applied for exploring
the role interior design, education, and LEED ID+C
play in buildings sustainability, and executed through
the survey of the relevant literature. The second step
of the research – experimental, describes a method
employed in teaching of design studio, where
students are required to employ LEED ID+C v.4 as a
guiding framework. From the very beginning of the
semester, students are asked to set their sustainability
goals, identify target LEED ID+C credit categories
and make design decision for targets achievement. At
the end of the experiment, students’ achievements are
measured against the criteria: a) information, b)
knowledge/skills, and c) awareness. The set criteria
assess student’s design achievements as it relates
sustainability, green building, systems, materials and
products and compliance to LEED ID+C.
The participants in this experiment were students
taking different levels studios: Interior Design Studio
2 focused on a coworking space design project;
Interior Design Studio 4 with a thematic hospitality
design project; and the Graduation Design Project,
which encompassed a variety of topics chosen by the
students themselves. In total, there were 25
participants in this experiment, consisting of 12
second-level students, 5 third-level students, and 8
fourth-level graduating students.
4 Results and Discussion
In LEED ID+C integrative process (IP) plays a key
role as if offers to the designer opportunities to make
better, greener design decisions related to building
systems, materials and products that lead to reduction
of the burden on environment and to improved user
experience with the building/space. IP aims in
obtaining a high-performance and cost-effective
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design projects through analysis of building systems
and finding synergy among them. It requires that
during the discovery phase of the project two of the
following must be analyzed: energy and water-
related systems, site selection, social equity, health &
wellbeing, [14].
As per IP requirements, at the early stage of the
project (predesign) suitability goals including health
goals that safeguard the wellbeing of the
environment, building occupants, surrounding
community and supply chain are established,
strategies for achieving those goals are developed,
and outcomes anticipated. As a result of this exercise,
a statement of project sustainability goals is written,
LEED ID+C target credit categories are chosen and
design strategies prioritized to be considered
throughout all design phases of the project, [14].
4.1 Bringing the Theory and Practice – Design
Studio with LEED ID+C
At the beginning of the semester, during the
predesign phase of the studios' projects, students
were required to establish their sustainability goals
(including health goals) and develop strategies for
achieving those goals. To help the process of
sustainability goals establishment, each student
engaged in the experiment created a list of targeted
LEED ID+C credit categories, specified each chosen
category prerequisites and credits and developed a
mind map that outlined priority goals and listed the
strategies required for goals achievement.
Throughout all phases of the project, the mind map
that served as a guiding tool was informing students
about the design choices. The map also assisted
students in finding solutions to various design
problems. It is important to mention here that, all
students engaged in the experiment were either
enrolled to the course Sustainable approaches in
interior design (that was offered during the same
semester) or previously successfully passed the
course and that the course offers comprehensive
knowledge in LEED ID+C v.4.1. The studio projects,
depending on the level, were supported by other
complementary courses such as Material and finishes
(studio 2), Furniture design (studio 4), and Design
with light and sound. All these courses also target
environmental and user well-being and therefore, the
assignments and projects were associated to the
studios’ projects. At each design stage, students were
required to demonstrate how their design solutions
aligned with the targeted goals and chosen credit
categories. By the completion of the design projects,
students were asked to prepare a comprehensive list
of project sustainable features categorized as per
LEED ID+C credit categories.
4.2 Students' Assessment
Notably, students' achievements varied across the
studios, depending on the studio level and the
complexity of the projects (Table 2).
Table 2. Sustainability goals and LEED target
categories chosen by students
Sustainability goals
LEED
ID+C
targets
Achieve synergy between building
systems (IP) (goal 1)
Reduce indoor water consumption
(WE) (goal 2)
Reduce energy consumption (EA)
(goal 3)
Reduce resources consumption
(MR) (goal 4)
Improve indoor air quality and user
wellbeing (EQ) (goal 5)
IP
WE
EA,
MR
EQ
Achieve synergy between building
systems (IP) (goal 1)
Reduce indoor water consumption
(WE) (goal 2)
Reduce energy consumption (EA)
(goal 3)
Reduce resources consumption
(MR) (goal 4)
Improve indoor air quality and user
wellbeing (EQ) (goal 5)
IP
WE
EA
MR,
EQ
Achieve synergy between building
systems (IP) (goal 1)
Reduce greenhouse emissions, air
pollution and promote healthy
lifestyle (LT) (goal 6)
Reduce indoor water consumption
(WE) (goal 2)
Reduce energy consumption (EA)
(goal 3)
Reduce resources consumption
(MR) (goal 4)
Improve indoor air quality and user
wellbeing (EQ) (goal 5)
IP
LT
WE
EA
MR
EQ
IP – Integrative Process
LT - Location and Transportation
WE – Water Efficiency
EA – Energy and Atmosphere
MR – Materials and Resources
IQ – Indoor Environmental Quality
Table 2 shows the sustainability goals set by
students and the respective LEED ID+C credit
categories targeted. For instance, most of level two
students working on the coworking space design
project choose to target IP, WE, EA, MR, EQ.
Likewise, level three students performing hospitality
project targeted IP, WE, EA, MR, EQ. However,
level four students, demonstrated a wider number of
targeted credit categories - IP, LT, WE, EA, MR, EQ.
This is due to the fact that for level three and level
four students, credits categories such as WE and EA
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were mandatory. The comparisons of credit
categories targeted by students, show consistency
despite of the level (Table 2). However, the
comparison of targeted prerequisites and credits per
category differs depending on the student level and
the nature of the project.
Figure 1 shows that 100 percent of students
applied Integrative Process (IP). From the LT credit
category, 10 percent of students targeted LT -
Surrounding Density and Diverse Uses and 10
percent LT Access to Quality Transit. The low
percentage is due to the fact that level two students
were not assigned a site, therefore they couldn’t
pursue LT. Due to the fact that WE and EA were
mandatory for level three and four students only, WE
Indoor Water Use Reduction was targeted by 60
percent of students. From AE, 100 percent of students
targeted Minimum Energy Performance and 20
percent Optimize Energy Performance.
Fig. 1: LEED ID+C credit categories targeted by
students
The second popular credit category among
students is MR, they targeted three different credits:
10 percent - Storage and Collection of Recyclables,
70 percent - Interiors Life-Cycle Impact Reduction,
and 40 percent - Sourcing of Raw Materials. And the
most popular credit category among students was
EQ, where students targeted nine different
prerequisites and credits: Minimum Indoor Air
Quality Performance (100 percent), Environmental
Tobacco Smoke Control (10 percent), Enhanced
Indoor Air Quality Strategies (50 percent), Low-
Emitting Materials (100 percent), Thermal Comfort
(30 percent), Interior Lighting (100 percent),
Daylight (100 percent), Quality Views (10 percent),
and Acoustic Performance (100 percent) (Figure 1).
To achieve the goal 1 - integration, students
followed the requirements of IP to obtain synergy
between various systems of the building by selecting
them prior the start of schematic design phase of the
project. The strategies applied by the students for
achieving goal 2 – indoor water use reduction (WE),
were to specify WaterSense (or equivalent) plumbing
fixtures and ENERGY STAR (or performance
equivalent) appliances. For goal 3 achievement –
reduce energy consumption (EA), the following
strategies were used by students: Specify high
thermal performance materials for building envelope;
Specify energy efficient light bulbs; Select daylight
and electrical light controls; Specify ENERGY
STAR (or equivalent) equipment. Reduce resources
consumption – goal 4, which is associated with MR,
was achieved through design for flexibility and
disassembly; spaces design based on products
dimensions; storage and collection of recyclables;
sourcing local products; specifying certified wood
products, reused or with recycled content products;
specify products from environmentally responsible
manufacturers that provide disclosure of material
ingredients. To achieve goal 5 that was aligned to EQ,
students selected several strategies such as: provide
naturally ventilated spaces and operable windows,
designated smoking areas and signage, provide CO2
monitoring devices for densely occupied areas, select
low-emitting materials, provide thermal comfort
controls, specify lamps with color rendering (CRI) at
least 90, provide light controls, control glare via
finishes selection with appropriate reflectance (min
80 for ceilings, min 55 for walls, and max 20 for
floors), provide shading devices for daylight control,
provide quality views for all permanently occupied
spaces, and specify finished and furnishes with high
acoustic performance.
At the end of the semester, when the projects
were completed, the achievement of sustainability
goals (that were set by students at the beginning of
the design project) were measured using rubrics as
demonstrated in Table 2. The rubrics were
categorized as A and B and measured acquired during
the experimentation information (R1), knowledge
and skills (R2) and awareness (R3) in LEED ID+C
(rubric A) and in green building, systems, materials
and products (rubric B) (Table 3). The assessment of
students’ knowledge demonstrated that by the end of
the experimentation students were informed about
U.S. Green Building Council, it’s mission and vision
and rating systems. They could easily navigate
through the website and find all the required
information as well as certified projects as case
studies (R1.1). They were also well informed about
LEED ID+C rating system, credit categories,
prerequisites and credits and their intent, as well as
about v4. reference guide (R1.2). Student
demonstrated knowledge of green labeling and
certification programs (R1.3), were able to recognize
green products (R1.4) and environmentally
responsible manufacturers (R1.5).
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In terms of knowledge/skills, the assessment
through rubric R2, shown that students understood
LEED ID+C reference guide and its content (R2.1),
were able to select respective to their sustainability
goals credit categories, use the guide develop
strategies for goals achievement and implement them
in their design projects. They were also able to list
green labeling programs and select green products
(R2.3) and to create a database of green products
(R2.4) and sustainable manufacturers (R2.5).
Table 3. Assessment rubrics used for measuring
students’ achievements
Category/
Rubric
R1-
Information
R2-
Knowledge/Sk
ills
R3-
Awareness
A-LEED
ID+C
R1.1-
Explore
USGBC and
green
building
rating
systems
R2.1-
Comprehend
LEED ID+C
v.4.1 reference
guide
R1.1-
Promote
LEED ID+C
certification
R1.2-Survey
LEED ID+C
v.4.1
reference
guide
R2.2-Apply
LEED ID+C
for design
project
R3.2-
Promote
sustainable
design
B-Green
building,
systems,
materials
and
products
R1.3-
Recognize
green
labeling and
certification
programs
R2.3-List green
labeling and
certification
programs
R3.3-
Promote
green
building
design
R1.4-
Identify
green
products
R2.4-Create a
database of
green products
R3.4-
Promote
green
systems,
materials
and products
R1.5-
Distinguish
green
manufacture
rs
R2.5-Produce a
data base of
environmentall
y responsible
manufacturers
R3.5-
Promote
environment
ally
responsible
manufacture
rs
The results of assessment through rubric R3 –
Awareness, demonstrated that students were keen to
increase public awareness and promote LEED ID+C
(R3.1), sustainable interior design (R3.2), green
materials and products (R3.4) and environmentally
responsible manufacturers (R3.5). These was done
through posters and oral presentation during the open
jury week, an event held by the department, to which
were invited local industry representatives, high
schools, students and staff of the university as well as
students’ families and friends.
4.3 Limitations and Challenges
The experimentation encountered several constraints,
imposing considerations for the interpretation of the
findings. These limitations offer insights into the
scope and context of the study.
1. Temporal Constraints: An inherent limitation
emerged from the constrained timeline of the
projects, limited by the 16-week duration of the
semester. The students faced time limitation
challenges to comprehensively achieve their goals
within the allocated timeframe, especially those
related to sustainability and health objectives.
2. Prior Knowledge of LEED ID+C: We observed a
clear variation in student’s familiarity with LEED
ID+C since their main exposure came from a single
course, the depth of its implementation in design
projects might have been uneven. This challenge will
be addressed in the future by considering additional
exposure to LEED ID+C concepts throughout the
program.
3. Digital Visualization Skills: The variability in
digital media representational skills was also an
important challenge that impacts student’s design
decisions digital implementation to demonstrate
exactly how their designs make spaces healthier
using digital tools.
4. Sourcing Sustainable Manufacturers and
Suppliers: It was challenging for students to find
sustainable sources intended for their projects due to
resource and time constraints. This challenge will be
addressed in the future by considering providing
access to green supplier databases and/or offer more
time for research.
5. Unexplored Role of Technology: We observed
limitations in the allocated time for students to
properly address and experiment with the role
technology to foster healthy interior. Students had
some great ideas for using technology to make spaces
healthier, but they needed more time to really test out
how well these features would work in their designs.
These above limitations provide a nuanced
understanding of the experimental framework and
inform the interpretation of the findings within their
context. While they contribute to shaping the study's
scope, they also point out potential directions for
future research, aiming to overcome these challenges
and broaden the study's implications.
5 Conclusions
This study has delved deeply into the integration of
the Leadership in Energy Efficient Design-Interior
Design and Construction (LEED ID+C) framework
within interior design education, catalyzing the
advancement of sustainable building design practices
in the UAE. The results of the shows that students
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Volume 19, 2023
were able to make greener design choices for their
studio design projects. As from the beginning of the
project students established their sustainability goals
based on LEED ID+C pre-requisites and credit
categories, and designed strategies for goals
achievement, they were able to achieve synergy
between building systems and produce not only
greener but also better-quality projects. The findings
of this research also demonstrate that students
became more informed about green buildings and
rating systems (LEED ID+C), students’ knowledge
and skills on green design were improved and they
became more aware of sustainable design
possibilities. Furthermore, due to the requirements
set for the studios (to follow LEED ID+C reference
guide), students were able to practically apply their
knowledge in sustainably they obtained in other
courses. As such, this experimental method shows its
potential in bridging the sustainably theory and
sustainability practice.
Moreover, with the newfound passion for
sustainable design ignited among students, a future
emerges where these individuals will carry forward
this enthusiasm into their professional practices,
thereby promoting sustainable design principles in
the UAE interior design practice.
It is important to acknowledge that this study
recognizes the limitations, including the sample size
and the context-specific nature of the findings. As the
path forward unfolds for the broader implementation
of LEED ID+C integration in interior design
education, addressing these limitations becomes
crucial.
As sustainable design continues its dynamic
evolution, this study invites further research and
experimentation to explore the even deeper
transformative potential of education, underscoring
its role in nurturing a more sustainable built
environment. In future research, the authors will
extend the experimentation to the 2023-2024
academic year, in which a larger number of students
will be engaged and the limitations considered with
the aim of outcomes of the experiment improvement.
References:
[1] United Nations. Transforming our world: the
2030 Agenda for Sustainable Development,
2015, [Online].
https://sdgs.un.org/2030agenda (Accessed
Date: July 20, 2023).
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WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.115
Liudmila Cazacova, Anis Semlali
E-ISSN: 2224-3496
1282
Volume 19, 2023
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Contribution of Individual Authors to the
Creation of a Scientific Article (Ghostwriting
Policy)
- Liudmila Cazacova and Anis Semlali designed,
and implemented the experimentation, and
assessed the achievements of students.
- Liudmila Cazacova gathered the qualitative data.
- Anis Semlali systemized the experimental data.
Sources of Funding for Research Presented in a
Scientific Article or Scientific Article Itself
No funding was received for conducting this study.
Conflict of Interest
The authors have no conflicts of interest to declare.
Creative Commons Attribution License 4.0
(Attribution 4.0 International, CC BY 4.0)
This article is published under the terms of the
Creative Commons Attribution License 4.0
https://creativecommons.org/licenses/by/4.0/deed.en
_US
WSEAS TRANSACTIONS on ENVIRONMENT and DEVELOPMENT
DOI: 10.37394/232015.2023.19.115
Liudmila Cazacova, Anis Semlali
E-ISSN: 2224-3496
1283
Volume 19, 2023