Architectural Education Research Articles

A sustainable development comprehensive view in architectural education: Case study to reimage the urban public space with a special focus on Giza Zoo

A sustainable development comprehensive view in architectural education: Case study to reimage the urban public space with a special focus on Giza Zoo

Technological Skills Implications: Identification of the Gap between Architectural Education Curricula and Practices in Architecture Firms in Pakistan

Technological Skills Implications: Identification of the Gap between Architectural Education Curricula and Practices in Architecture Firms in Pakistan

Embracing Artificial Intelligence (AI) in Architectural Education: A Step towards Sustainable Practice?

Embracing Artificial Intelligence (AI) in Architectural Education: A Step towards Sustainable Practice?

To draw or not to draw? Evaluating the impact of computer-aided drawing tools on productivity in architectural design

This empirical study investigates the architectural design process, focusing on the influence of computer-aided drawing (CAD) tools during the initial design stages. Given the increasing reliance on CAD tools in contemporary architectural practice, the primary objective is to assess quantitatively how CAD tool adoption affects design productivity. The research was conducted in two phases, utilizing the protocol analysis method. In the first phase, we introduced a novel approach by having third-year architecture students complete two design assignments: the first using traditional freehand sketches and the second employing CAD tools. This unique method allowed us to capture their design actions and thoughts using the Concurrent verbalization technique. In the second phase, a meticulous comparison of the two sets of design protocols was undertaken. The analysis yielded surprising and counterintuitive results. Contrary to common beliefs, the use of CAD tools during early design phases can lead to unintended outcomes. Despite their digital precision and convenience, these tools may inadvertently impede cognitive productivity. Designers employing CAD tools showed signs of hesitation and indecision, resulting in prolonged design timelines and diminished ideational productivity. These findings have profound implications for architectural education and practice. They underscore the necessity for a balanced approach to integrating CAD tools into design processes. Educators and professionals must carefully consider the potential impact of these tools on the creative process, prompting a reassessment of their role in architectural design curricula and workflows. Future research holds great promise in exploring strategies to optimize CAD tool usage to mitigate their disruptive effects on early-stage architectural design. Additionally, investigating the role of training and interface design in enhancing the synergy between designers and digital tools offers exciting and fruitful research directions. In summary, this study highlights the complex relationship between CAD tools and cognitive productivity in architectural design, prompting a reexamination of their role in shaping the design landscape.

Promoting global alliances for sustainable architectural education, training, and practice in Nigeria

The field of architecture in Nigeria is experiencing dynamic growth and development, driven by urbanisation, infrastructure demands, and a growing awareness of sustainability. To navigate these challenges and contribute to sustainable development, the study aimed to explore the potential of global alliances that enhance architectural education, training and professionalism. The study combines literature reviews, six case studies of successful international architectural alliances and 34 interviews with architectural professionals to explore the significance of promoting global alliances for sustainable architectural training, practice, and profession in Nigeria. The findings suggest that many countries, like the United Kingdom, Australia, New Zealand, Canada, the United States of America, and Hong Kong, have formed alliances with architectural regulatory bodies in other nations to simplify international architectural practice. The benefits of a global architectural alliance enable architects to practice worldwide, promoting reciprocity and enhancing competitiveness and professional enhancement. Such alliances enrich architectural education, fostering the development of well-rounded professionals capable of addressing the complex challenges of the built environment. This research provides valuable insights for architectural education, training, and professional stakeholders seeking to elevate sustainable development in Nigeria. By cultivating global alliances, Nigeria can develop a thriving architectural landscape that addresses societal challenges, preserves cultural heritage, and leads the way in sustainable architectural practices.

Comparison of design education documents and the disconnect between designer priorities, tools, and occupant assumptions

While low-level physiological human-factor design strategies have long been discussed in the literature, these design methods are infrequently seen in architecture education and licensure requirements – leaving designers to think about future occupants on their own. In this paper, we study underlying causes of perceptions–and misperceptions–as to the role human factors play in the design process. We present findings from a large-scale textual analysis supported by two studies: (1) building users assume a higher integration of human factors in design tools than how designers perceive the integration and (2) designers place higher importance on less tangible design concepts than building users. Our findings suggest design tools that can augment the knowledge of designers with respect to human physiology and crowd simulations are pertinent to current workflows. We also infer there are likely additional important-to-explore disconnections between users and designers.

(A)mending Architecture Education in the Climate Emergency: a focus on values and cultures

(A)mending Architecture Education in the Climate Emergency: a focus on values and cultures

Evaluating Interior Space Perception using Virtual Reality

This study evaluates the effectiveness of Virtual Reality (VR) in enhancing spatial perception compared to traditional 2D representations in the context of interior design education. Conducted with Interior Architecture students at the University of Buraimi, the research utilized the Oculus Quest 2 VR headset to create an immersive environment. Participants assessed various spatial characteristics, such as depth, scale, and spatial relationships, using both printed materials and VR immersion. Findings indicate that VR significantly improves the accuracy and realism of spatial perception, providing a more comprehensive understanding of interior spaces. This research contributes to the growing body of knowledge on VR applications in architectural education, highlighting its potential benefits and challenges.

A pedagogy of uselessness: challenging solutionism and utility in the Anthropocene through architectural pedagogy

This article discusses an architectural pedagogy of uselessness in relation to the Anthropocene, explicitly building on pedagogical involvement in a design studio at a department for sustainable architecture. The suggestion of a pedagogy of uselessness aims at questioning the criteria and paradigms of utility and solutionism that tend to characterise the discourse on sustainable development, environmental governance, and resilience. To this end, a pedagogy of uselessness moves towards what we have called sustainability otherwise and suggests an orientation which resists the calculability of utility and solutionism. The article is organised in three parts: the first looks at four specific student works that, following the scope of the design studio, question the dominant discourse on sustainability through architecture while addressing territorial issues in several different geographies. The second part focuses on the conceptual references that informed the notion of sustainability otherwise: thinking of modernity as a bewitched time; terrain and landscape as conflict; and weaving as a notion to describe a methodological approach. The third and final part elaborates on the organisation and content of the design studio, in which the article suggests a teaching and learning approach that questions both strictly technical and formal approaches, and offers a provisional and negotiable definition for a pedagogy of uselessness.

The effect of artificial intelligence on creativity in conceptual design in architectural education: the motion of biomimetics and futurism

The effect of artificial intelligence on creativity in conceptual design in architectural education: the motion of biomimetics and futurism

Sustainable environmental design: evaluating the integration of sustainable knowledge in Saudi Arabian architectural programs

By aligning Saudi Vision 2030 with the UN's SDGs, this study highlights the significant role of integrating sustainable environmental design knowledge into architectural education in Saudi Arabia. Viewing this integration as a moral obligation, it emphasizes equipping future architects with the skills to create environmentally responsible and resource-efficient buildings, fostering a sustainable and resilient built environment. This paper aims to examine the degree of integration of sustainability knowledge and assess the structural models incorporated into the architectural programs of six Saudi Arabian universities. Adopting a quantitative approach with qualitative insights, this research focuses on universities certified by the National Architectural Accrediting Board (NAAB) or accredited by recognized national and international bodies. This study is limited to the meso-level (curricular management) and includes structural models, course descriptions, learning outcomes, course sequences, and alignment with program visions and missions. A comprehensive review was conducted on all courses related to sustainability, collecting data from program websites. The main variables analyzed included sustainable environmental knowledge, total contact hours dedicated to sustainability courses, distribution across various course types, and patterns over a 5-year period. The units of analysis encompass program plans, vision and mission statements, learning outcomes, course syllabi, and descriptions. The findings reveal significant disparities in sustainability emphasis among programs, with Imam Abdul Rahman Al-Faisal University dedicating 42% of contact hours to sustainability, compared to 25 to 11% at other universities. This study highlights the need for integrating sustainability across design studio levels to provide students with practical skills across disciplines. Most programs use a “linear/parallel” or “partially integrated” model, requiring sustainability principles in graduation projects. However, elective sustainability courses are unpopular and do not adequately address curriculum gaps. This study highlights the necessity of further investigating the effectiveness of incorporating sustainability knowledge in architectural programs. Exploring specific areas for future research to enhance the integration of sustainability in architectural education is also recommended.

Preface

The 7th International Symposium of Sustainable Landscape Development Bogor, August 8th - 9th 2023 It is with great pleasure that we present the proceedings of the 7th International Symposium of Sustainable Landscape Development (ISSLD). The program, which was held at the IPB University campus, Darmaga Bogor, Indonesia in 8-9 August 2023, attended by 77 participants. This symposium marked significant as it was the first face-to-face event we hosted after the last two symposiums were conducted online during the challenges posed by the Covid-19 pandemic. Under the comprehensive theme of “Smart Resilient Environment,” the symposium explored crucial sub-themes, including Vulnerability, Resilience, and Transformation; Mitigation, Adaptation, and Response; Conservation, Revitalization, and Local Wisdom; and Innovation and Future Technology. The rich and diverse discussions and presentations during the symposium underlined the pressing need for sustainable solutions to contemporary environmental challenges. We are delighted to present the selected papers from our esteemed participants, who contributed their research and insights to the symposium. Out of 40 submitted papers, 37 were carefully chosen for publication in the IOP Conference Series: Earth and Environmental Science. Each of these papers has undergone thorough review by our panel of reviewers, whose invaluable feedback has ensured the quality and relevance of the manuscripts. We extend our cordial appreciation to our distinguished speakers, participants, and scientific committee for their invaluable contributions to the success of the symposium. We would also like to express our gratitude to our partners, including Chiba University, Indonesian Society of Landscape Architects (IALI), Indonesian Landscape Architecture Education Forum (FPALI), and the sponsors of the event: Director of Global Connectivity IPB University, PT Adaro Energy Tbk, Bank Syariah Indonesia, and Bank Sumselbabel. Our sincere thanks go to the International Federation of Landscape Architects (IFLA) for their support during this event. Additionally, we would like to acknowledge the publisher for their support in bringing these proceedings to completion. As readers look into these proceedings, we hope they find valuable insights and knowledge that contribute to the advancement of sustainable landscape development. We eagerly anticipate the participation of more experts and scholars from around the world in our future symposiums. Warm regards, Nizar Nasrullah Chairman, Organizing Committee The 7th International Symposium of Sustainable Landscape Development List of Editorial Team, Technical Editor, Scientific Committee, Conference Organizing Committee, Conference Steering Committee, Speakers and Participants are available in this Pdf.

Between media influence and pedagogy in architecture: production of meaning from Luis Barragan’s Pritzker Prize acceptance speech

This text proposes a methodology for teaching and learning the history of architecture, based on the temporal influence of certain legitimizing media as a source of interpretation of architectural languages. The resulting pedagogy is based on the immediate, the mediatic and the mediatized forms, derived from research in architectural communication that analyzes the acceptance speeches of the Pritzker Architecture Prize between 1979 and 2015 and their impact on contemporary architectural culture. It examines the architectural signs enunciated by Luis Barragán and compares them with those of other editions, crossing the information gathered with other approaches, such as that of the languages of the architectural collective imaginary in different contexts, to obtain an alternative didactic for this type of readings. The resulting non-canonical teaching methodology interweaves theories, concepts or terms that reflect the understanding of architecture at a specific time thanks to the work of certain media actors.

Numerical harmonies in architectural education: Villard de Honnecourt’s grid

The analysis of the grid designed by Villard de Honnecourt and its role in medieval architecture offers an enriching perspective for contemporary architectural education. This historic tool was successfully implemented during the COVID-19 pandemic at the Universidad Autónoma de Ciudad Juárez, Mexico. The strategic choice of the grid as a starting point allowed exploring medieval construction techniques integrated with digital tools. This approach not only highlights the connection between architecture and music, evidencing the influence of the Pythagorean and Platonic schools in the Middle Ages, but also demonstrates the versatility of the grid in academic training. Through practical analyses and case studies, analytical and creative skills were promoted among those who dedicate themselves to studying architecture. The transformation of architecture teaching in current university environments, moving away from the traditional model, poses challenges. The dilemma between digital tools and access to information allows for reinterpreting compositional methods. Analysis of the academic use of the Villard de Honnecourt grid and its predecessor, the Van Der Graaf grid system, highlights their historical relevance and distinctive geometric characteristics. The grid has become an essential pedagogical tool from its medieval origins to its contemporary application. This study, which was carried out at the Universidad Autónoma de Ciudad Juárez, reflects upon the model proposed by the grid. It analyzes its implications in academic teaching-learning processes, revealing its impact in physical, documentary, and technological dimensions. In summary, it highlights the adaptability and continued relevance of the grid as an essential pedagogical tool in the training of architects.

Relevance of Competency Based Education for Architectural Education in India

Relevance of Competency Based Education for Architectural Education in India

A Pedagogic Approach Serving Inclusive Design

This paper presents an architecture teaching approach intended to final year architecture students, which is based on a human-centered design perspective, while respecting environment in all its compounds. The present work claims, as a hypothesis, that to design inclusive projects, it is worthy to develop in future architects’ capacity to analyze and reconcile both environment requirements and users’ needs as well. The large array of environment key elements and the complexity of users’ global apprehension, make it crucial for the future architects and urban planners to control the appropriate set of analysis methodologies and put to contribution the most efficient design tools. The pedagogical approach we deal with in this article, educates students in empathy, listening, and developing an open-mindedness that according to this study, allows them design better inclusive spaces. I am adopting such a vision for several years now, and I am experimenting pedagogical strategies and tools accordingly, either within the final year Architectural Design Studio I share with other colleagues, or during the Seminar I offer to the same audience. In trying to subscribe to a perspective of action research and reflexivity, I chose to present in this paper the analysis of four architectural dissertations addressing inclusive design concerns. This analysis aims to fathom how experienced analysis tools, such as SWOT grid, urban transect and qualitative social survey, as well as design tools, such as sequential approach of space, functional analysis and value creation tools, may help final year architecture students better analyze and design inclusive projects.

Education, innovation and research in wooden architecture and construction in the Alps

The essay explores the importance of teaching and research in the building cultures of specific territories, with a particular focus on the use of wood in construction. Through interviews with experts from research centres and universities, such as Andreja Kutnar from InnoRenew CoE in Slovenia, Frédéric Pichelin from the Bern University of Applied Sciences in Switzerland, and Florian Court from the Haute École du Bois et de la Forêt association in France, the essay highlights how such institutions are promoting innovation and sustainable development in the wooden construction sector. Kutnar emphasises the importance of interdisciplinary and holistic research to develop renewable materials and improve the quality of the built environment. Pichelin discusses how innovation can emerge from the integration of new technologies and biobased materials, while Court addresses the challenge of industrialising wood production processes while preserving unique local characteristics. The essay also examines future challenges for wooden architecture in the Alps, such as climate change and the need for sustainable resources, highlighting projects like VETA/NOVA developed by the Bern University of Applied Sciences, which aims to develop guidelines for the restoration of historic wooden buildings. Finally, it discusses the possibility of translating global prerogatives into a local context, influencing the contemporary architectural identity of the Alps and its multidimensional impact on the territory.

XR Experience in Architectural Design Studio Education: A Systematic Literature Review

Pursuing innovative methods in architectural education continually evolves in response to the profession's dynamic and changing demands. Today, Extended Reality (XR) technologies are emerging as powerful tools with the potential to transform design studio education fundamentally. Focusing on "Extended Reality (XR)" rather than individual terms like VR, AR, and MR is due to XR's encompassing nature. Using all realities collectively allows for a comprehensive evaluation of their synergies. Each reality has distinctive capabilities, and their combined use may offer a richer educational experience than focusing on them individually. This study examines the use and impact of XR technologies in architectural design studio education (ADSE), exploring how conventional components can evolve with XR from 2019 to 2024. It highlights XR's influence on design studio education and experiential learning, guiding students, educators, and researchers at the intersection of XR and ADSE. The authors conducted a systematic literature review following the PRISMA (2020) checklist (Page M.J.et al.,2021). Searches in three primary databases resulted in 183 articles. After identifying and removing duplicates, 178 abstracts were reviewed, and full texts were examined. Ultimately, three articles related to “XR Experiences in ADSE" were subjected to detailed analysis. The research found limited studies with the “the impact of the XR in architectural education" keyword. Following the systematic review, three articles remained. These articles were assessed to investigate the use of XR technologies in design studio education. The reviewed articles generally indicated positive outcomes from using XR technologies in one or more components of design studio education.

A New Experience for Integration of Section and Model: A Case Report

Architectural education inherently requires continuity. The transformative power of the world, which people have experienced in the last 5 years with crises such as pandemics and earthquakes, has changed and forced the form, style and tools of this continuity. Architectural design education, which was shaped on the axis of a studio culture, had to cope with the ruptures and transitions of a new phase. This case report aims to convey an experience that brought together the adaptation of face-to-face education of the students after the online education and the section-model practice that the studio tutors have experienced before. Since the study tries to repair the correlations between the continuity, ruptures and transitions of architectural design education, integration of section and model has been re-engaged in the studio. The study group consists of architecture students who switched to online education after the February 2023 earthquakes and started face-to-face education again in the fall semester of 2023/2024. As a result, well-thought models, few experiments on the models and quick transfers to digital programs were revealed as three main tendencies in the studio. In conclusion, the adaptation of the student on the axis of continuity and to reinforce the design productivity, design problem-solving skills and the habit of doing design research tried to provide.

The Effect of Student Quotas on Design Education in Interior Architecture Departments

Interior architecture education is a comprehensive field that encompasses design, creativity, and various educational subjects such as art, project management, furniture design, and building knowledge. Due to its multidimensional nature, it has become one of the most popular departments in universities. However, the lack of awareness about the scope and limitations of interior architecture education, coupled with students not meeting the required qualifications, has resulted in a significant increase in the student population in these departments. In this study, the impact of this excessive enrollment on the quality of education in interior architecture departments is analyzed. By examining the literature on interior architecture education, it was found that the existing infrastructure, both in terms of technical resources and faculty members, needs to be improved to accommodate the growing student population. The study suggests that a balance should be established between student quotas and the resources available to ensure a high-quality education in interior architecture.