Co-designing spatial literacy: an interdisciplinary art-architecture workshop as a model for collaborative pedagogy

Global research output grows exponentially each year. This paper attempts to drive meaning out of this big data on two fields of research in architecture. It maps the interaction between the research fields of sustainability in architecture and architectural education through the perspective of bibliometric data analysis and its visualization. Based on the analysis of bibliometric data, it draws and juxtaposes two timelines for the field of sustainable architecture and the field of architectural education. The objective is to propose a retrospective method that can provide insight for a broader understanding of sustainability and its impacts on architectural education. It utilizes VOSviewer, CiteSpace, and Gephi to visualize bibliometric networks, along with Tableau to analyze the number of journal articles and publications published across years. The paper presents initial findings concerning the leading scholars, trends, and patterns of the research areas, milestone events, and dominant studies to point out the significance of the cooperation between research and education fields of the related topic.

The article deals with the possibilities of introduction of innovative methods of design thinking in architectural education. A review of domestic and foreign research on the subject of higher architectural education and structuring of its various aspects - the current state, challenges and opportunities, innovative pedagogical models and trends are made. It is determined that the leading trends in architectural education at the present stage are based on a wide range of technological achievements and creativity, which has led to a wide range of new pedagogical approaches to stimulate creativity and leadership in order to better shape future professionals in the field of architecture. Describing the evolution and key elements of the concept of design thinking and its tools, the study makes a scientific contribution to the study of the latest trends in architectural education in Ukraine and provides practical recommendations for implementing design thinking in domestic educational practice taking into account the local context and problems of architectural education in Ukraine. Possibilities of using the design thinking techniques during the whole life cycle of architectural design are demonstrated - from problem statement and empathy to potential users to project idea development, prototype creation and testing. In addition, the article highlights the current state in the field of architectural education in Ukraine, its challenges and prospects, the latest educational strategies. The urgency of the study is due to the problem of forming the right accents in the training of future architects in order to develop not only professional qualities but also creative potential, in terms of national education modernization and integration of Ukraine into the European educational space.

As relations between the European Union (EU) and Turkey have progressed, so has the body of literature on the relationship – to the extent that we can now identify ‘EU–Turkey studies’ as a boutique sub-discipline of EU studies. This article provides a systematic mapping of the evolution of EU–Turkey studies from 1996 to 2020 in order to explore the degree of epistemic diversity featured in the discipline as an indicator of epistemic (in)justice. Utilising the research synthesis technique, we analyse a novel dataset involving 300 articles published in 26 SSCI journals to scrutinise the extent of epistemic diversity in the discipline. Our mapping reveals two central features of EU–Turkey studies. First, the transformation of the discipline has largely been contingent on critical milestones in EU–Turkey relations. Lately, increasing conflictual dynamics in bilateral relations resulted in diminishing scholarly commitment to studying EU–Turkey relations. Second, epistemic diversity has remained fairly limited given the lack of geographic diversity in authorship, the accumulation of the publications in specific journals, and the segregated co-authorship clusters that limit the amalgamation of different ideas and values. At the same time, knowledge production in EU–Turkey studies has been mainly Eurocentric, due to the almost exclusive use of grand and up-and-coming theories/concepts of European integration, while the proliferation of issue areas since the launch of the discipline has not culminated in a strong focus on non-traditional, avant-garde research topics as such. To ensure epistemic justice in the discipline, EU–Turkey studies should place stronger emphasis on unconventional issue areas and on the explanatory power of mainstream and unorthodox (IR) theories that have the potential to explore the relationship within the context of the multilateral system in which EU–Turkey relations increasingly operate.

The advanced developments in the use of the modern technology, such as three-dimensional (3D) printing, internet of things and wearable devices have experienced a significant acceleration in terms of theoretical and practical aspects. These advanced techniques have played an important and vital role in many different fields of our life including the field of architecture. However, the presentation curriculum in the field of architectural education is still lacking in the actual application and optimal use of the (3D) printing technology at the local level in architectural departments for Iraqi universities. The paper aims to identify the innovative technologies and utilize them in the field of architectural education through developing an integrated framework for the Architectural Presentation curriculum using (3D) printer techniques. The latest methods and innovative technologies that have been accepted and applied in the field of E-learning and its utilization in the field of architectural education were reviewed and evaluated. In this paper, therefore, we focused in the proposed framework on the use of the three-dimensional (3D) printing technology in Architectural Presentation and analysing the obstacles that may face the implementation of this technology locally. The results illustrate that there is an urgent need to adopt such an innovative technology (3D printer) in our architectural presentation curriculum, because of its effectiveness as a powerful tool in the academic education. It is anticipated that the three-dimensional printing technology will help not only to develop the architect capabilities in generating the (3D) objects and models, but also to enable architects to implement their project with an accurate, ease and quick manner.

The rapid advancement of big data technology has positioned it as a pivotal force in the educational domain, particularly in the field of architectural education. Given the dual emphasis on practicality and theory within architectural education, there is a heightened demand for scientific and precise teaching decision-making. This study focuses on the development and application of a big data-based decision support system for architectural education informatics. Through comprehensive demand analysis, the study identifies the data support and personalized learning needs of educators and students in the teaching process. The system architecture encompasses data collection, preprocessing, analysis and mining, visualization, and decision support. Empirical results demonstrate that the system effectively enhances the decision-making process for educators, optimizes teaching strategies, and improves teaching quality and student learning outcomes. Moreover, the system’s visualization and personalized learning path recommendation functions provide students with more precise learning support, thereby fostering the development of personalized and precise education.

PurposeOur lived experiences are complex, dynamic and increasingly connected locally and globally through virtual realities that call for an evolution and responsiveness from the field of architecture education. To ensure future built environments are designed to nurture healing and health, this paper aims to address a critical need in architecture education to integrate knowledge of health and social-behavioral disciplines in students' course work. The authors will outline the process of preparing a new multidisciplinary course on health and the built environment (HBE) at the School of Architecture and Planning at Morgan State University in Baltimore, USA, as an effort to challenge the barriers of discipline-specific pathways to learning in the field of architecture.Design/methodology/approachThe central question is how to develop an active learning pedagogy to foster a multidisciplinary learning environment focused on the “practice” (how to) of human-design-oriented approaches to improve the capability of built and natural environments to promote health and healing. The course intentionally centered on the real-life experiences of students to ground their new understanding of health and well-being fields. The course proposal went through an extensive peer-review process of reviewers from the National Institute of Health (NIH) and other departments at Morgan State University to ensure a balance between health- and architecture-specific curricula with a transdisciplinary approach to understanding complex health issues.FindingsThis paper shows the effectiveness of tools and techniques applied in the course to challenge architectural students to integrate various health and behavior perspectives in their designs and to apply health and healing principals to their current and future design projects.Originality/valueWhile there are courses in American universities that offer a traditional introduction to health concerns related to the built environment, there is limited focus on the perspective of the design field approach to improve health and healing outcomes.

This paper continues the discourse of the round table session of eCAADe 2002 on the problems of existing digital city models. It reviews recent papers on the subject, suggests criteria for the improvement of digital city models, and points out some applications for a broader base of users, and particularly in the field of architectural education. it is suggested here that the design professions of architecture and urban design should be more comprehensively included by broadening the approach to 3dcms. Changes in contemporary architectural, urban planning and design theory, collaborative design practice and constructivist education, lead us to suggest a change of emphasis from 2D urban planning principles to those of 3D urban design and morphology.

This article explores how artificial intelligence is shaping public health communication in African contexts, with particular focus on cultural representation and epistemic justice. Concentrating on maternal health and vaccine hesitancy, the study compares AI-generated health messages with traditional campaign materials from Nigeria and Kenya. It draws on a comparative narrative analysis of 120 health messages, including 80 from ministries of health and local organizations, and 40 generated by two AI platforms: SARAH.AI, developed by the World Health Organization, and ChatGPT, a widely used large language model. The analysis examines how these messages reflect or exclude local knowledge systems, gendered perspectives, and culturally grounded narrative structures. Findings reveal that while AI-generated messages incorporated local metaphors and references more frequently than expected, they often lacked depth, contained language errors, and struggled with contextual nuance. Traditional materials, although more accurate, often reinforced biomedical authority and offered limited integration of community knowledge. The study also highlights differences between the two AI systems. SARAH.AI tended to produce medically precise but overly templated content, while ChatGPT generated more dynamic narratives that were occasionally culturally and visually misaligned. These findings raise broader concerns about how AI tools encode authority and either challenge or reproduce existing inequities in global health narratives. Results also underscore the need for participatory, culturally responsive design in AI for health communication, highlighting epistemic risks of deploying AI tools trained on Western-dominant data in Global South contexts and the value of interdisciplinary approaches across global health, data ethics, and communication studies.

The integration of generative artificial intelligence (GenAI) technologies into architectural design education could have significant impact on the way students learn, with a potential to disrupt established pedagogic practices. In design studios, text-to-image GenAI technologies provide powerful tools for design development and visualization. In a radical departure from conventional modes of design conceptualization, students simply write about what is wanted/desired and then evaluate visually the images that are automatically generated by the chosen GenAI platform. This is done in an iterative fashion until a potentially interesting outcome is achieved. GenAI tools are also impacting student learning in other subjects that focus on reading, analysis, synthesis and essay writing, such as history and theory. Students increasingly rely on AI for outlining and writing rough drafts or to improve what they wrote. They can also use AI tools to “listen” to lectures, transcribe and summarize them, or for direct note taking; there are AI tools for source retrieval and synthesis that can be used in research. We need to fully explore the potential of AI tools in the context of architectural design education while addressing ethical and pedagogical considerations to ensure responsible integration. The principal question is how AI technologies can augment and enhance learning from conceptual design explorations to integrated source retrieval and synthesis that are central to many subjects covered in architectural curricula (and research). What are the essential AI competencies that design students should develop at the level of understanding or ability? How should instructors incorporate AI in their teaching? What are the emerging institutional policies that could impact the development of new pedagogical practices?

Multilingualism is very prevalent in German schools. However, the German school system does little justice to this fact and persists in a monolingual habitus. This appears problematic not only in respect to educational equity, but it also undermines holistic approaches to learning. In this paper, we link the concept of epistemic diversity and Language Awareness. In our interview study with multilingual adolescents, we present their view on languages in class as well as the meta‐and cross‐linguistic strategies they use. We analyze the interviews based on the dimensions of Language Awareness of James and Garrett (1991), a well‐established scheme in which we included a biographical dimension. The results show how students receive little encouragement from teachers, but develop metalinguistic strategies on their own. We discuss the connection to epistemic diversity and justice.

The notion of ‘excellence’ has become the key logic structuring academic funding and evaluation. This essay offers a critique of this policy logic by examining the case of biocuration, an area of academic scholarship that is ‘non-excellent’ (according to this notion’s operationalisation) but that has, I argue, profound epistemic significance. I develop my argument in a number of steps. I first characterise excellence regimes by examining how excellence is operationalised within them, before discussing epistemic diversity and injustice, and how these concepts can be applied in the context of studies of maintenance and repair. I then turn to my case study of biocuration and its use of bio-ontologies, introducing biocuration and its struggles for visibility and recognition before discussing its epistemic significance and contribution to the wider biosciences. In closing I argue that there is a need to better understand what epistemic diversity in academic settings looks like in practice, to assess the different kinds of work that contribute to knowledge production, and to base evaluation and funding practices upon the acknowledgement and material recognition of epistemic diversity.

Purpose This article investigates the discrepancy between decolonial critiques of academic publishing and the emergence of diversity, equity and inclusion (DEI) policies adopted by major publishing organizations. It examines whether and how publishers' current DEI initiatives address colonial continuities and epistemic injustice in scholarly communication. Design/methodology/approach A document analysis was conducted on publicly available policy texts from three academic publishers (commercial, non-commercial and society). Drawing on the Critical Diversity Literacy framework's five hooks (Steyn et al., 2018), the study compares publishers' conceptualizations of diversity with a decolonial diversity conception derived from a review of scholarly debates on coloniality of knowledge production and evaluation. Findings Publishers' policies generally emphasize DEI in a solution-oriented manner, recognizing existing inequalities that ought to be overcome. However, their conceptions remain ahistorical and apolitical as they refrain from discussing colonial continuities and power hierarchies. While policy goals often align superficially with decolonial aims, such as epistemic diversity and inclusion of marginalized voices, the underlying ideological frames remain rooted in Western universality and liberal market logic. Differences across organization types are minimal, mainly differing in the scope and amount of DEI resources deployed. Originality/value By juxtaposing decolonial theory with DEI policy documents, this study highlights conceptual gaps and unexamined power relations in current academic publishing reforms. It demonstrates the utility of organizational ethnography for uncovering spaces of potential decolonial practice in academic knowledge production. The findings offer actionable insights for aligning publisher policies with epistemic justice and for future ethnographic inquiry into decolonizing scholarly communication.

This chapter offers a conclusive reflection on the book, emphasizing that giving meaning to the training of psychologists is an ethical and political urgency particularly in a context shaped by cultural and technological dilemmas that present significant challenges. Although the central focus of the book is not the impact of artificial intelligence (AI) on professional training, several contributions critically address this phenomenon, framing AI as a cultural artifact embedded with values and power relations. The chapters by Pérez & Rivera, Pereira & Ferreira Neto, and Pérez-Arizabaleta & Moncayo-Quevedo illustrate how psychological training must grapple with the incorporation of such technologies in a critical, ethical, and situated manner, warning against their uncritical adoption. From diverse perspectives, these contributions converge on the need to foster reflective, ethical, and political competencies that enable students to question technologies and avoid their role in reproducing inequality and bias. The chapter proposes a formative approach grounded in dialogue, social sensitivity, and epistemic diversity, where AI, rather than replacing professional judgment, serves as a catalyst for new forms of learning, inclusion, and epistemic justice. In this sense, the final chapter does not close the discussion but opens it further, inviting readers to consider how to train psychologists capable of understanding their historical moment, intervening critically, and resisting dominant logics. Thus, it reaffirms that meaningful psychologist training entails shaping professionals who can interpret, question, and transform the conditions that shape their praxis in an increasingly algorithm-mediated world.

The dynamic development of AI tools significantly influences contemporary design processes, including architectural design. These tools open new perspectives for creators, supporting them at various stages of their work. AI is becoming a key element in assisting designers in architecture. However, there is still a lack of a systematic approach and classification of these tools regarding creative problem-solving, inventive methods, and intuitive and metaphorical thinking. This article aims to analyse the potential use of available AI tools to support inventive methods in the creative problem-solving process. The first objective is to systematize AI tools with potential applications within inventive methods. The second objective is to identify ways of utilization at different stages of the creative process. The analysis is based on data gathered through desk research and the classification according to criteria of popularity and functionality. Tools were grouped into five application areas, relating them to the stages of the creative process. The research applied literature analysis, observation, deduction, and synthesis methods. Additionally, the research process was based on inventive methods: finding connections, alignment between theories, example excursions, mind mapping, deduction and intuitive method that served as the impulse for conceptual actions at each research stage. The result is an open systematization of AI tools, enabling designers to compare and select tools that best suit their preferences. The classification, according to application areas, allows for the selection of a tool based on the nature of the inventive methods used and the stage of the creative problem-solving process. The developed tabular summaries facilitate a straightforward identification of tools appropriate for specific tasks. The research findings highlight the need for further verification of the practical application of AI tools and their incorporation into architectural education, which will enable a fuller utilization of the potential of these technologies in the design process.

The article presents a functional-resultative axis of classification for architectural AI tools and demonstrates how AI-driven systems, platforms, and software can be systematically organized by the parameters «Purpose/Function» and «Output Type». It identifies specific «Purpose/Function» categories: generative design; performance prediction; compliance checking; planning and coordination; control and operation; and «Output Type» categories: geometry; image or render; text or specification; metadata; schedules or data tables; control signals. Mapping these categories in a classification matrix and tagging each class with typical «Domain», «Scale», and «Impact» provides a structured overview of the landscape of architectural AI tools as of today. The proposed classification comprehensively covers a heterogeneous set of AI tools and prototypes and allows each example to be assigned unambiguously to a class. The study shows that categories are clearly differentiated, since systems that generate design solutions differ from systems that evaluate or manage not only in «Purpose/Function» but also in typical «Output Type» and project stage, this justifies maintaining distinct «Purpose/Function» categories and indicates the need for specialized development in each area. The functional- resultative axis of classification provides a robust scaffold for organizing architectural AI tools. Its population aligns in part with prior systematizations while adding a comprehensive, practice-oriented structure. By covering «Purpose/Function», «Output Type», «Domain», «Scale», and «Impact», it yields a richer portrait of each class of AI tools. The functional-resultative dimension is part of a broader system that includes the lifecycle (process) dimension, the information-algorithmic dimension, and the responsibility-sustainability dimension. Even on its own, this dimension already supports actionable decision-making for technology strategy, curriculum design in architectural education, and research planning targeted at underserved areas.