Architectural Education Research Articles

Theoretical Courses and Architectural Education: Studio-based Approach for Technical Writing Course

Technical writing skills are critical to ensure the success and integration of architecture and urban projects. The practice of architecture requires high communication skills to deliver ideas and plans to the different stakeholders in architecture projects. Clear technical communication provides mutual understanding of the aspects and requirements of projects to all involved parties including contactors, engineers, clients and even authorities, mitigating the high risks of misunderstandings. Technical writing allows for clear project documentation, facilitating coordination between interdisciplinary teams and improving decision making and problem solving. Architectural education relies mainly on hands-on experiences and design-oriented studios. Theoretical courses present a challenge for both architecture students and lecturers, as they are often taught in a lecture setting, which is not so familiar to architecture students, making them overwhelming to students. Theoretical courses challenge students as they often miss the link between concepts and application. Technical writing courses are hardly linked to students’ interests. This study presents a pedagogical approach to the course of Technical Writing in the Sustainable Architecture and Urban Design Program at Helwan University in Egypt. It presents an studio-based interactive approach through using in-class discussions, workshops, games, peer discussions and interactions. It also links sustainable architecture and urban design applications into students’ work, to ensure their interest in the course and their compound benefit. The paper presents the results of a tailor-made evaluation questionnaire to identify the most effective methods used in teaching the course, in addition to students’ key takeaways from the course. Results show that students learned the most of report writing and presentation skills, perceived the course as highly interactive and highlighted that using games enhanced their learning experience.

The Changing Ideals of ‘Individual Creativity & Traits in Bauhaus’ Preliminary Course

The Bauhaus school, founded in the early 20th century by Walter Gropius, became a leading institution for art, design, and architectural education. Gropius' vision emphasized abolishing the distinctions between different branches of art & design, and between artists & craftsmen. This holistic approach was encapsulated also in the school's curriculum, which sought to integrate arts, crafts, and industry. Central to Bauhaus education was the Preliminary Course (Vorkurs), which was compulsory for all students regardless of their discipline. This course laid the foundation for further education and was known for its inclusivity and the influence of several unconventional and innovative masters, including Johannes Itten, László Moholy-Nagy, and Josef Albers. Each of these instructors brought distinct teaching methods and philosophies, contributing to the dynamic and evolving nature of the course. Vorkurs underwent significant changes throughout Bauhaus's 14-year history, reflecting the varying pedagogical approaches of its masters and the political and social changes of the era. As a result, the course cannot be seen as a static entity but rather as a series of diverse and sometimes inconsistent pedagogical experiments. This article examines the transformations and inconsistencies of Vorkurs by comparing the approaches of Itten, Moholy-Nagy, and Albers. It argues that the course should not be understood as a single, cohesive course but rather as a reflection of the diverse and evolving educational philosophies of its instructors. By focusing on these differences, the article aims to discuss the changing definitions and ideals of individual creativity and traits, which are still major topics of discussion within contemporary design education.

Embracing sustainable development goals in B.Arch. design studio curriculum guideline through framework

PurposeThe Sustainable Development Goals (SDGs) were established by the UN in 2015 as an international call to action to end poverty, protect the environment, and ensure that everyone will live in peace and prosperity by the year 2030. (UNDP, 2015). Out of the 17 Goals, Goal 4 talks about “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all.” The SDGs are essential to architectural education since buildings account for 40% of extracted materials used in construction and 39% of global energy-related carbon emissions. (Hendawy, 2023) To accomplish these objectives, the architecture curriculum must be up-to-date and efficient. It specifically takes into account the field of architecture. The purpose of this paper is to propose a framework for curriculum guidelines of B.Arch. design studios, focusing on the parameter designing for inclusivity (UIA2023CPH, 2020) of SDGs.Design/methodology/approachModels, approaches and theories of curriculum development are studied. An evaluation matrix is made to evaluate different curriculum framework for government colleges on their incorporation of SDGs. A survey/questionnaire and interviews with academicians from architecture are conducted to analyze the incorporation of SDGs in design studios and find recommended solutions for its incorporation.FindingsFinally, this research paper proposes a set of Architecture curriculum guidelines based on the evaluation framework for B.Arch. and an exemplary curriculum design model for the Architecture design studio which is evaluated through the desk critique stage for analyzing its functionality and applicability.Originality/valueDespite the emphasis on SDGs in the present scenario, the “Council Of Architecture (Minimum Standards of Architecture Education in India) Regulations, 2020” does not include or mention SDGs as a key aspect (Architecture, 2020).

Internet-based infrastructures and online architectural education on design studios: perceived instructional strategies and students engagement

The current study investigated the impact of perceived instructional strategies in online design studios on student engagement as a multidimensional construct. Given the rapid shift to online learning during the COVID-19 pandemic, understanding effective teaching strategies and their impacts on student engagement is crucial for enhancing overall student outcomes. The study also examined the role of learning motivation as a mediator in these relationships. A mixed-methods approach was employed, measuring a second-order construct of student engagement based on three reflective dimensions: cognitive, affective, and behavioral. Qualitative interviews with instructors revealed three main instructional strategies utilized in online design studios: learning by doing, learning with interaction, and learning from feedback. The present study analyzed self-report survey responses from 230 undergraduate architecture students across four major universities in Iran, utilizing partial least squares structural equation modeling (PLS-SEM). Based on the results, the perceived learning by doing (PLD) and learning with interaction (PLI) significantly improve student engagement. In contrast, the perceived learning from feedback (PLF) fails to influence student engagement directly. Additionally, intrinsic and extrinsic motivation mediated the impact of PLI and PLF on student engagement. These findings highlight the importance of effective instructional strategies in online design studios. Additionally, the results provide valuable insights for future pedagogical practices in online education, offering guidance for instructors aiming to enhance student outcomes in this dynamic learning environment.

Energy conservation strategies on academic buildings using interpretive structural modeling to develop energy sustainability

Effective energy conservation strategies are required to be implemented in academic buildings as they consume significant energy while considering the convenience and function of the buildings. However, the influencing factors are interrelated and complex, requiring an appropriate approach to unravel the complexity. Therefore, this study aims to identify, analyse, and map the interaction relationship between factors affecting energy conservation in academic buildings. This study used Interpretive Structural Modeling (ISM) procedure starting from developing the Structural Self Interaction Matrix (SSIM), converting SSIM into a Reachability Matrix, revising the matrix, and categorizing the factors by using MICMAC analysis. This study involved 9 factors, including architectural design, illumination technology, education and awareness, energy monitoring and management, renewable energy use, efficient HVAC system, energy-saving equipment, institutional policies, and campus community participation. The study found that renewable energy use at level 3 was the factor that was not influenced by and did not interact with any other factors. Meanwhile, the illumination technology was a factor that interacted with the efficient HVAC System factor which was at level 1 where these two factors were influenced by other seven factors. This study aligns with current developments in energy conservation, including an increased focus on renewable energy and energy efficiency in academic buildings, supported by global and national policies aimed at achieving sustainability goals. It provides a comprehensive understanding on developing sustainable energy conservation strategies in academic buildings.

An insight into architectural design studio education space from a "time" perspective

This study offers a comprehensive literature review of the evolution of design studio education, focusing on the integration of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) technologies. The research explores current and future design studio models by examining the development of architectural design studio education and the importance of its physical spaces within a timeline framework. The literature review identifies key insights, analyzes patterns, and integrates findings to present a narrative of architectural education's historical evolution and prospects. The study highlights significant shifts in design studio education, moving from the traditional master-apprentice relationship to contemporary design studio spaces within architecture schools. It emphasizes the impact of social, economic, and technological developments on these models, particularly the shift to remote education necessitated by COVID-19. This transition highlighted the need for alternatives to physical studio spaces, directing attention to VR, AR, and MR technologies as potential solutions. Through a meticulous review process, this study examines how these emerging technologies can provide immersive and interactive learning experiences, enhancing flexibility and accessibility in design education. It discusses the benefits and challenges of integrating these technologies, considering their potential to function without needing a specific physical studio. Ultimately, this study contributes to the field by offering theoretical insights and practical guidelines for educators. It explores alternative models to enhance adaptability and addresses the implications of technological adaptation and crisis management. The findings enrich the academic literature and foster future research and discussion on the evolution of design studio education in the digital era.

Establishing Sustainable Education for Fashion and Textiledesign According to the SDG

Objective: This study aimed to integrate Sustainable Development Goals (SDGs) into fashion and textile industry education. It sought to connect the supply chain and address the growing demand for sustainability in the industry through interdisciplinary solutions. Theoretical Framework: Several key theoretical concepts and models were grounded. The SDGs provided a broad framework for integrating environmental, ethical, and social considerations into industry practices. The Triple Bottom Line (TBL) theory was used to understand how economic, environmental, and social dimensions could be balanced in the fashion and textile industry. Additionally, Stakeholder Theory was employed to analyze the interactions between academic institutions and industry supply chains. Method: A qualitative analysis was employed, focusing on how sustainable development was practiced in architectural education. Industry professionals were interviewed to understand industry experiences and needs. A literature review method was used to systematically collect, assess, and synthesize existing research findings. Results and Discussion: The results obtained revealed that fashion and textile colleges needed to establish teaching methods guided by the SDGs. Both academic and supply chain responses were positive, highlighting the potential and feasibility of this teaching model. Research Implications: The practical and theoretical significance of this study was discussed, providing insights into how the research findings could be applied or impact sustainable teaching models. These implications could endow designers with necessary sustainability knowledge, skills, and tools in education, strengthen the connection between the supply chain and academia, and enhance interdisciplinary collaboration to drive the fashion and textile industry towards greater sustainability and circularity. Originality/Value: This study contributed to the literature by collecting and synthesizing existing research findings. It demonstrated the value and relevance of the research by guiding academic and supply chain cooperation and enhancing interdisciplinary integration with the SDGs.

Digital game-based learning in architecture education: Consolidating visual design principles in freshmen

Using games as educational tools has been a captivating subject in the academic domain. There is an increasing number of digital games designed to support architectural education. This paper introduces a serious game aimed at enhancing basic design knowledge for first-year architecture students. The game focuses on teaching and testing visual design principles such as emphasis, balance, and rhythm. Based on these principles, it allows students to create 2D compositions on a grid pattern by placing and manipulating simple shapes in terms of color, shape, and size. The final composition is evaluated by an artificial intelligence (AI) tool integrated into the game. This AI tool predicts the design principles present in the composition, providing three possible outcomes with associated percentages. The game, currently in the testing phase, has been played by 126 first-year students, and user experience has been assessed through questionnaires, surveys, and basic game metrics. The use of this game to teach visual design principles has proven to be an effective method for engaging students in active learning and enhancing their understanding and application of design concepts. The innovative use of AI to provide real-time feedback and the interactive nature of the game have fostered a deeper, experiential learning process. Additionally, students have proposed various innovative ideas to improve the gaming experience, suggesting potential enhancements that could lead to a more refined and enjoyable gameplay. These insights highlight the potential of digital game-based learning (DGBL) and AI-enhanced tools in creating an engaging and effective educational environment.

Exploring the Economic Viability of Virtual Reality in Architectural, Engineering, and Construction Education

The role of technology in education is becoming increasingly important, and the introduction of advanced technology and AI is transforming the way we learn. Virtual reality (VR) is an effective technology that enhances student engagement and improves learning outcomes. However, the cost of implementing VR is a significant concern for educational institutions, making integrating VR technology into education challenging. To address this challenge, this study aims to explore the costs associated with integrating VR into architectural, engineering, and construction (AEC) education. The study had three objectives: to identify relevant case studies that utilized VR in AEC education, to perform keyword analysis, and to conduct a cost analysis of the selected case studies. The thematic analysis identified VR applications in various categories, including VR platforms, construction safety training, design review simulators, civil engineering labs, building information modeling (BIM) integration, architectural design, and surveying engineering. The results revealed that the cost of VR varies based on the application, indicating that it is possible to implement VR in education even on a limited budget. This research provides valuable insights and recommendations for researchers and practitioners who want to adopt VR technology in AEC education effectively.

The effect of environmental control course on architectural design projects (Case study environmental control course - Canadian International Collage – Egypt)

It is a global strategy to save the environment through sustainable designs; this approach must begin throughout the college phase and progress through their professional career. During their academic journey, undergraduate architecture students take many courses, including a chain of Design courses and an Environmental Control (EC) course. The main aim of this paper is to discuss the importance of EC courses and how they affect design courses' outcomes. The research methodology starts with secondary data through a literature review about environmental studies and their impact on design, what the topics that the EC course has covered, and when it should be taught to be able to design a framework that helped the instructors in developing their courses' plan, then collect the data from the instructors of both courses EC and design to develop the EC course plan by adding new assignment asking students to apply what they learn during EC course in one of their previous design projects which submitted before registered the EC course and gained a knowledge of different environmental techniques. Finally, test the application of the suggested Framework by comparing the results of design projects before and after EC study and validate the results by publishing an online survey targeting the experts in different countries to demonstrate the importance of EC courses as a powerful learning tool in architecture education, as well as to be a comprehensive approach that reflects the relationship between design and environmental studies to improve both architects and building design performance.

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