Archnet-IJAR: Volume 17 Issue 3

Sustainable Development Goals and the future of architectural education – cultivating SDGs-centred architectural pedagogies

Lindy Osborne Burton, Ashraf M. Salama

Following the positive call for a special issue on Architectural Pedagogies and Sustainable Development Goals (SDGs), the purpose of this overview article is to contextualise…

A guide for a guide: using UIA publications for an SDG-focused studio

Yenal Akgun, Özlem Erdoğdu Erkarslan, Pınar Neşeliler

This paper aims to present a data mapping analysis that can be used for aligning the studio course with the United Nations (UN) Sustainable Development Goals (SDGs) by teaching…

Embedding sustainability and SDGs in architectural and planning education: reflections from a KAP survey, Egypt

Ahmed O. El-Kholei, Ghada A. Yassein

Sustainable development requires a mental shift that induces behavioral modification. Education is central to sustainable development as it alters an individual's worldview. Egypt…

Architectural pedagogy for the Anthropocene: theory, critique and typological urbanism

Cameron McEwan

The aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address…

Decolonising the design curriculum: making “sustainability” accessible, understandable and practicable to second-year undergraduate architecture students

Aparna Datey

This paper describes the curriculum design of an architectural studio course aimed at making concepts of sustainability accessible, understandable and practicable to second-year…

Work-integrated learning (WIL) as a part of quality education in architecture: the profession's perspective

Sarah Briant, Philip Crowther, Jennifer Clifton, Lindy Osborne Burton

This research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate…

Learning in metaverse: the immersive atelier model of the architecture studio

Hadas Sopher, Laurent Lescop

This paper aims to describe the immersive atelier model (IAM), a pedagogical model for remote inter-university studios that promotes quality education. The IAM uses multi-user…

Defying tradition or maintaining the status quo? Moving towards a new hybrid architecture studio education to support blended learning post-COVID-19

Mohd Zairul, Mohd Azli, Aznida Azlan

This study aims to provide insight into the patterns and trends in the literature on the direction of future studio education in architecture schools, and can be useful to…

An experiment of collaborative, international, multi-disciplinary design studio – Erasmus+ CBHE TACEESM project Summer School

Emina Zejnilovic, Erna Husukic, Lorenzo Pignatti, Javier Castellano

The purpose of this paper is to test an architectural studio pedagogy that originates from an experiment of a Summer School collaborative design studio, with participation of…

A pedagogical approach optimization toward sustainable architectural technology education applied by massive open online courses

Bifeng Zhu, Yuan Zheng, Manqi Ding, Jie Dai, Gebing Liu, Liting Miao

The application of massive open online courses (MOOCs) helps integrate sustainable development goals (SDGs) into architectural curricula. The essence of MOOC development is…