Moshood Olawale FADEYI

Biography

“Education is a cyclic process of generating or acquiring information and processing, i.e., learning, that information to generate experience and gain direction on how to apply this experience to solve problems. Experience, also referred to as processed information, encompasses knowledge, understanding, and skills. The tool for learning is thinking, that is, cognitive ability, which depends on the questions generated from the mental model created.” – Dr. Moshood Olawale Fadeyi.”

Dr Moshood Olawale Fadeyi is a Design Theorist in Engineering Education Practice, specialising in cognitive governance and value-oriented diagnostic reasoning and problem-solving in indoor air quality and sustainable building engineering. The central premise of his design theory is that communication solutions can be intentionally designed to train and develop cognitive governance capability by empowering mental model development, stimulating value-oriented questioning for cognitive capability enhancement, supporting sound judgement and decision-making, and ultimately guiding actions for value-oriented problem diagnosis and solving. He is an architect, a Chartered Engineer (UK), and a Chartered Construction Manager (UK), with over 250 publications spanning peer-reviewed research and academic-standard public scholarship.

In operationalising this design theory, he systematically diagnoses cognitive barriers that hinder value-oriented problem diagnosis and solving in indoor air quality and sustainable building engineering. Through the design and publication of communication solutions in the Indoor Air Cartoon Journal (IACJ), he develops cognitive and emotional tools that help learners and practitioners strengthen their cognitive capabilities. People from over 150 countries have engaged with his research outputs through IACJ, a Google Scholar-indexed living book series, demonstrating their global reach and potential for international capability-development value.

As the solutions are freely and publicly accessible, intended users can engage with them directly without requiring intermediary delivery or adoption. Evidence from learners who have engaged with the solutions indicates that such engagement can produce the intended capability-development outcomes. As an SIT faculty member, his research generates durable, freely and publicly accessible intellectual assets through IACJ that reinforce SIT’s academic distinctiveness and academic-standard public scholarship profile, while contributing to its mission of developing lifelong learning and workforce capability for value delivery across industry and the wider community.

He holds degrees in Architecture (BSc, MArch), Building Science (MSc), and Engineering (PhD) from Obafemi Awolowo University (Nigeria), the National University of Singapore, and the Technical University of Denmark. His academic training in architecture, building science, and engineering provides the foundation for his design-oriented approach to engineering education practice. He is a member of CIBSE, CIOB, and ASHRAE.

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