Search Results (39)

This paper presents an innovative end-to-end framework for conformal antenna array design and beam steering in Low Earth Orbit (LEO) satellite-based IoT communication systems. We propose a multi-stage learning architecture that integrates machine learning (ML) for antenna parameter prediction with reinforcement learning (RL) for adaptive beam steering. The ML module predicts optimal geometric and material parameters for conformal antenna arrays based on mission-specific performance requirements such as frequency, gain, coverage angle, and satellite constraints with an accuracy of 99%. These predictions are then passed to a Deep Q-Network (DQN)-based offline RL model, which learns beamforming strategies to maximize gain toward dynamic ground terminals, without requiring real-time interaction. To enable this, a synthetic dataset grounded in statistical principles and a static dataset is generated using CST Studio Suite and COMSOL Multiphysics simulations, capturing the electromagnetic behavior of various conformal geometries. The results from both the machine learning and reinforcement learning models show that the predicted antenna designs and beam steering angles closely align with simulation benchmarks. Our approach demonstrates the potential of combining data-driven ensemble models with offline reinforcement learning for scalable, efficient, and autonomous antenna synthesis in resource-constrained space environments. Full article

This entry is based on the premise that pressing issues of climate change, social injustice, and post-COVID practices appear to have superseded some essential values of architectural and design pedagogy, leading to improvements in content that may be offset by a loss of focus on the core curriculum. The entry reimagines architectural pedagogy by arguing for a transformative shift from traditional product-based education to a process-oriented, inquiry-driven approach that cultivates critical thinking and empirical making, predicated upon experiential learning. It aims to integrate rigorous critical inquiry into both studio-based and lecture-based settings, thus critiquing assumed limitations of conventional approaches that prioritise final outcomes over iterative design processes, dialogue, and active engagement. Employing a comprehensive qualitative approach that incorporates diverse case studies and critical reviews, the analysis is divided into two main threads: one that places emphasis on the studio environment and another that focuses on lecture-based courses. Within these threads, the analysis is structured around a series of key themes central to experiential learning, each of which concludes with a key message that synthesises the core insights derived from case studies. The two threads instigate the identification of aligned areas of emphasis which articulate the need for active engagements and reflection, for bridging theory and practice, and for adopting interdisciplinary and experiential approaches. Conclusions are drawn to establish guidance for a future direction of a strengthened and pedagogically enriched architectural education. Full article

Despite a global trend toward socially engaged higher education, architectural pedagogy continues to grapple for a coherent approach that systematically and genuinely integrates socio-cultural dimensions into design studio teaching practices. Defined as the interwoven social, cultural, and political factors that shape the built environment, the socius is treated peripherally within architectural pedagogy, limiting students’ capacity to develop civic agency, spatial justice awareness, and critical reflexivity in navigating complex societal conditions. This article argues for a socius-centric reorientation of architectural pedagogy, postulating that socially engaged studio models, which include Community Design, Design–Build, and Live Project, must be conceptually integrated to fully harness their pedagogical merits. The article adopts two lines of inquiry: first, mapping the theoretical underpinnings of the socius across award-winning pedagogical innovations and Google Scholar citation patterns; and second, defining the core attributes of socially engaged pedagogical models through a bibliometric analysis of 87 seminal publications. Synthesising the outcomes of these inquiries, the study offers an advanced articulation of studio learning as a process of social construction, where architectural knowledge is co-produced through role exchange, iterative feedback, interdisciplinary dialogue, and emergent agency. Conclusions are drawn to offer pragmatic and theoretically grounded pathways to reshape studio learning as a site of civic transformation. Full article

Mycelium is a living material that has gained popularity over the last decade in both architecture and design. Apart from understanding the physical behaviour of novel materials, it is also important to grasp how designers and the general audience perceive them. On the one hand, this study investigated mycelium growth in 3D-printed minimal surface shapes using a wood-based filament, and on the other hand, it examined how both designers and the general public experience interacting with mycelium. Using a material-driven design research method, a workshop with architecture students was conducted where various triply periodic minimal surfaces were designed and 3D printed. These shapes were used as molds and impregnated with mycelium, and the growth of mycelium was analyzed visually and photographically. Data on the experiences of the 30 workshop participants of working with mycelium was collected through a survey and analyzed qualitatively. After exhibiting results of the workshop in a public-facing exhibition, semi-structured interviews with members of the general public about their perceptions of mycelium were conducted. Three-dimensionally printed minimal surfaces with wood-based filaments can function as structural cores for mycelium-based composites, and the density of the minimal surface appears to influence mycelium growth, which binds to wood-based filaments. Students exhibited stronger feelings for living materials compared to non-living ones, displaying both biophilia and, to a lesser extent, biophobia. Introducing hands-on workshops with living and experimental materials in design studio settings can help future generations of designers develop sensibilities for, and a critical approach towards, the impact of their design decisions on the environment and sustainability. The study also contributes empirical data on how members of the general public perceive mycelium as a material for design. Full article

This study presents a novel pedagogical model for architectural education that integrates an extended-reality (XR) enhanced learning environment with embodied cognitive approaches. Addressing the limited application of technology-driven embodied experiences in architectural education and the lack of empirical studies assessing their effectiveness, this research examines how an XR-integrated design studio model facilitates ideation, design development, and reflective practice. Using an action-research methodology over 15 weeks, the study involved 12 third-year architecture students divided into experimental and control groups. The first two stages assessed the model’s impact on time management, decision-making, and students’ sense of ownership in the design process, while the third and fourth stages evaluated the quality of design outcomes, creativity, presentation skills, and overall student satisfaction. The findings demonstrate that an embodied cognition-based XR learning environment significantly enhances students’ experiential understanding of design proposals, encourages active exploration of design alternatives, and supports problem-solving within the architectural design process. The model also improved decision-making and time management by enabling students to comprehensively experience and evaluate their proposals. This study highlights the pedagogical value of integrating embodied cognition principles with immersive digital environments in architectural education and provides a structured framework for leveraging emerging technologies to enhance creativity and innovation in design studios. Full article

This research explores a studio experience conducted at the Department of Architecture, Gebze Technical University, focusing on the integration of tectonic housing concepts into architectural design education. The study adopts a comprehensive methodology combining phenomenological readings, material experimentation, and contextual analysis through seminars, workshops, and studio projects. Innovative and experimental approaches were employed to move beyond traditional representation techniques, enabling students to engage with architecture through dynamic and multisensory methods. Findings demonstrate that this approach significantly enhances students’ creative capacities, fosters environmental responsiveness, and promotes a deeper understanding of the built environment. The study concludes that integrating tectonic interpretations into studio education can offer a transformative model for future architectural practice, providing a sustainable and human-centered design framework for architectural education and research. Full article

The pressing need to address climate change and environmentally related challenges highlights the importance of reimagining educational approaches to equip students with the skills required for innovation and sustainability. This study proposes a novel holistic pedagogic framework for architectural education that integrates biomimicry, systems thinking, and Bloom’s Revised Taxonomy to advance innovation, sustainability, and transformative learning. Developed through a triangulated methodological approach—combining reflective practitioner inquiry, design-based research, and conceptual model development—the framework draws from multiple theoretical perspectives to create a cognitively structured, interdisciplinary, and ecologically grounded educational model. Bloom’s Taxonomy provides a scaffold for learning progression, while the Function–Structure–Behavior (FSB) schema enhances the establishment of cross-disciplinary bridges to enable students to address complex design challenges. The framework is informed by insights from the literature and patterns observed in bio-inspired studios, student projects, and interdisciplinary workshops. These examples highlight how the approach supports systems thinking, ecological literacy, and ethical decision-making through iterative, experiential, and metacognitive learning. Rather than offering a fixed intervention, the framework is presented as a flexible, adaptable model that aligns learning outcomes with real-world complexity. It enables learners to navigate interdisciplinary knowledge, reflect critically on design processes and co-create regenerative solutions. By positioning nature as mentor, model, and measure, this pedagogic framework reimagines architectural education as a catalyst for sustainability and systemic change in the built environment. Full article

We are confronted with an urgent imperative to transition from merely minimizing harm to developing sustainable, regenerative, and net-positive solutions that systematically restore ecosystems, achieve decarbonization, and enhance health outcomes. This study presents a phased Digital Sustainable Regenerative Design Studio framework, which was implemented in a third-year architecture studio at the Canadian University of Dubai. This methodology incorporates bespoke environmental simulation tools alongside quantitative metrics for climate adaptation, biodiversity, carbon sequestration, and health outcomes to inform creative design solutions. The students devised interventions across 20 urban plots in Dubai. A comprehensive analysis, encompassing real-time engagement with computational tools, reflective journals, feedback sessions, project analysis, and surveys, was conducted to assess the framework’s effectiveness in enhancing students’ comprehension of regenerative design and to examine their responses to complex, interdisciplinary challenges. Key findings reveal improved student performance in applying regenerative design principles and the formulation of strategies for climate-adaptive urbanism. The results suggest that this educational framework has the potential to influence and enhance pedagogical approaches, fostering architects committed to advancing sustainable, regenerative, and climate-adaptive urbanism. Full article

This article investigated the potential of the digital storytelling method, within the setting of an undergraduate digital design studio, to create compelling learning experiences in architectural education. The study explored how enabling students to express their architectural concepts through digital storytelling can impact their visual communication skills and design thinking. Specifically, the research evaluated the effect of this method on student engagement, creativity, and conceptual understanding. The content analysis of student digital stories revealed four emergent categories: informative (educational-informative), inspiring (imagination-personal development), problem-solving (critical solution), and empathy and understanding (social sustainability). The study also observed the beneficial role of information and digital communication technologies in fostering positive student attitudes toward digital storytelling within a social constructivist learning environment. The integration of digital technologies and the exploration of the sources of the students’ conceptual inspiration were key components of this approach. The findings suggest that digital storytelling is a valuable instructional tool for consistently articulating the design process, from the initial concepts to the analysis, visualization, and expression. Furthermore, this method appeared to enhance the students’ creative thinking during the design process and contribute to the development of more robust conceptual design skills. Full article

Architectural design education aims to balance creativity and analytical thinking. However, design studios have traditionally emphasized intuitive approaches over systematic processes. This study developed and evaluated a pedagogical model termed Computational Precedent-Based Instruction (CPBI), which integrates precedent-based instruction with BIM-based parametric modeling in the architectural design studio. The research explored CPBI’s impact on students’ design skills, identified perceived benefits and challenges, and assessed its effectiveness in promoting systematic design thinking. The study employed a mixed-methods approach, combining model-based inquiry and quasi-experimental research. It involved 19 third-year undergraduate architecture students in a 14-week design studio course. Data collection utilized pre–post surveys, external experts review of student work, and observational data. The pedagogical intervention focused on developing architectural forms, defining aesthetics, and refining building programs using the works of the New York Five architects as precedents. The results showed statistically significant improvements in students’ self-reported design competencies, particularly in precedent analysis, principle application, and design articulation. A shift towards more structured design reasoning was evident. The CPBI model provides a systematic framework for extracting and applying design knowledge from precedents, bridging the gap between conceptual design thinking and digital tools. It contributes to repositioning BIM as an integral design environment in the early design stages, offering implications for both architectural education and professional practice. Full article

Since architectural education has been integrated into academic campuses, the design studio has become its most prominent pedagogical approach. However, in the last three decades, advances in computer-aided design (CAD) and online communication led to the development of virtual design studio (VDS) formats, which gained prominence during the COVID-19 pandemic. VDS and physical design studio (PDS) are characterized by different sociomaterial environments, each offering unique learning opportunities. This study examines how these environments influence learning processes, analyzing two desk critique sessions—one conducted in a VDS and the other in a PDS. Our data, comprising video recordings and on-site observations, were analyzed and interpreted through a sociomaterial lens. The findings indicate that PDS facilitates more spontaneous interactions, allowing for the communication of complex ideas and better addressing misunderstandings compared to VDS, which is constrained by the limitations of digital communication platforms. This research provides both theoretical and pedagogical contributions. Theoretically, it demonstrates how architectural concepts emerge through sociomaterial interactions, framing architectural learning as material practice. In addition, it illustrates the role of sociomaterials in communicating complex ideas and shaping collaborative learning processes. Pedagogically, the findings emphasize the importance of creating rich sociomaterial environments that effectively support intended learning processes. Full article

Conducting accurate and quick energy analyses for retrofitting purposes became crucial for Architecture, Engineering, Construction, and Operations (AECO) markets worldwide. This paper investigates the possibility of determining and implementing an architect-friendly BIM-based energy analysis for Morocco’s Energy Efficiency Retrofitting (EER). For this matter, a socio-technical approach is adopted. The technical part of the study assesses two Building Information Modeling (BIM) tools (ArchiCAD v26 and Revit v23) regarding their Building Energy Modeling (BEM) capabilities for EER. Their evaluation uses a confirmed case of EER located in Marrakech as a baseline to compare the two tools. The social part investigates the AECO market of Marrakech, where the baseline is located, to anticipate the strengths and limits that might influence the implementation of the BIM-based BEM for an EER workflow in architecture studios. The technical part underlines the significant potential of the chosen BIM tools: ArchiCAD is more flexible, customizable, and accurate regarding energy analysis results, while Revit allows for the strong integration of regulations within its process. The social investigation showcases the studied market’s potential for adopting BIM and BEM for EER but highlights the issue of persisting 2D Computer-Aided Design (CAD) workflows. The same social investigation also suggests that combining BIM tools (ArchiCAD and Revit) in the same workflow might benefit the studied market more because of AECO professionals’ diverse needs. These findings constitute a first base for the national implementation of a BIM-based BEM for EER. They also hold the potential to be used in emerging economies with similar AECO markets. Full article

In recent years, extended reality (XR) technologies have emerged as transformative tools within the architectural design industry, offering immersive and interactive environments that enhance visualisation and collaboration. However, a significant gap remains between adopting these technologies in professional practises and integrating them into architectural design education. This study aims to bridge this gap by systematically reviewing XR applications in architectural design practises and exploring their potential integration into design studios. It specifically focuses on undergraduate graduation projects from the School of Architecture at Southeast University in China. Findings indicate that XR can transform traditional design approaches by refining design methods, extending design scopes, and encouraging the inclusion of diverse stakeholders. The paper also offers insights into optimising XR applications in architectural design education, providing strategic recommendations for technical advancements and academic curricula innovation, ultimately preparing students for technology-driven changes in professional practises. Full article

Successful urban school design includes green space to counterpoint the built form in cities, where parks and reserves are well frequented. Further integration of landscape and buildings is an aspect of urban development that could improve how architecture is experienced by the wider community. Above all, evidence shows that it enhances the health and wellbeing of inhabitants. By providing green space in buildings, nature can be accessed more directly by its occupants and allow connection with nature to occur more easily. Integrating nature with architecture can improve a building’s self-regulation, energy consumption, and overall performance. Architecture that integrates nature can have a distinctive appearance and character. The co-existence of bricks and mortar with plants and vegetation is one example of integration, whereas the use of natural materials such as timber as part of the building fabric can create distinctive architecture. It is this individuality that can provide a sense of identity to local communities. Access to the outdoors in urban settings is a critical requirement for successful urban school design. This paper focuses on the architectural practise of designing biophilic schools and illustrates how optimising playground opportunities can provide the highly sought-after connection between architecture and nature. Connecting classrooms and pedagogy to the outside environment during the design phases of projects can create unique responses to a place, enhancing the learning experience in environments where architecture and nature can be informed by emerging biophilic evidence. This study strives to develop a strategy where educational clients can be convinced to actively embrace a biophilic school approach. It also seeks to convince architects to adopt a biophilic approach to school design across design studios using the emerging evidence based on biophilia and biomimicry. Full article

The imminent closure of seventeen mining sites in the Wonnarua Nation in Australia’s Hunter Valley over the next two decades has significant social, cultural, and economic implications. Transitioning to a post-mining future requires integrating rehabilitation efforts with socio-cultural and economic considerations. Speculative design and co-design approaches involving stakeholders from local communities, industry, and government offer alternative solutions for this complex scenario. This paper examines how architects can engage effectively in such transitions by using mixed-methods research, which includes in-class analysis, synthesis and design observation, and qualitative data from student interviews involved in a master’s degree at the architectural design studio exploring the future of a major coal mine in Australia. In contrast to the conventions of assessing “before” and “after” conditions that propose a singular answer to the research, this paper describes the innovative testing of these wicked problems in the setting of the creative design studio. Anticipating the potential for multi-stakeholder co-design processes, the outcomes of this research extend beyond local perspectives. The overarching project, of which this experiment is a key part, aims to identify valuable opportunities for landscape rehabilitation in the Hunter Valley and help to articulate a scalable and replicable process that can be applied to address the environmental challenges faced in other Australian regions. This in-class approach presented the opportunity to rethink and reframe the methods used by reflecting on the interview feedback from students. This can enable students to actively engage in design-based responses to impending mine closure and promote inclusive planning in post-mining landscapes. Full article