Search Results (102)

While existing curricula often focus on theoretical aspects of sustainability, they frequently fail to equip students with practical design skills required by the green industry. To address this disconnect, this study seeks to answer: How can a structured pedagogical framework effectively enhance students’ ability to translate abstract sustainability principles into concrete technical solutions? This study introduces a comprehensive CDIO-based framework reform for Embedded Intelligent Systems education, weaving sustainability throughout every phase. We put forward a “Sustainable CDIO Capability Model” that charts a progressive pathway—starting from basic resource awareness and advancing through to sophisticated sustainable system innovation. Our four-dimensional teaching strategy brings this model to life: first, project-based learning driven by real sustainability challenges; second, a hybrid ecosystem blending online resources, hands-on practice, and immersion in green industry contexts; third, hierarchical team-based pedagogy backed by personalized support mechanisms; and fourth, a multi-dimensional assessment system that weights energy efficiency, resource stewardship, and social value creation alongside conventional metrics. We implemented this approach with Intelligent Science and Technology majors at Wuhan Institute of Technology. The results show the model effectively bridges the persistent gap between dry technical content and the practical demands of green industry. Students made substantial gains not merely in core engineering capabilities—system architecture, hardware-software co-development—but crucially in sustainable design awareness and their capacity to untangle complex sustainability challenges. This work offers a readily transferable framework for embedding Education for Sustainable Development (ESD) into engineering curricula worldwide. It provides practitioners with a concrete, tested model for cultivating the next generation of engineers who naturally think and act with sustainability in mind. Full article

The concept of technological singularity is discussed here in the context of architecture (of buildings, not software). This is the point at which non-human intelligence is conjectured to surpass ordinary human cognitive limits. Empirically constrained AI may already offer a useful corrective to mainstream architectural culture in one crucial aspect—its capacity to evaluate design that adapts to human emotional health. Postwar building architecture as an institutional power system rewards abstraction and stylistic conformity through media prestige while not always accounting for embodied human experience. By narrowing judgment criteria, architectural studio pedagogy trains tacitly for imitation, not seeking evidence that conflicts with dominant formal ideologies. Yet findings from environmental psychology, health-related design research, neuroscience, and recent AI-based studies show that built form measurably affects empathic response and user well-being. This paper examines what effects dominant architectural culture could impose on the public by producing informationally impoverished, stressful environments. We argue that built environment design may suffer from an epistemic closure because (i) architectural education does not foster curiosity in how design affects users—the core mechanism for intelligence development—and (ii) architectural media may legitimate non-adaptive form languages by habituating populations to ignore distress signals from geometries associated with elevated stress markers. However, empirically constrained AI can now be directed to apply that relevant knowledge base to improve the built environment. The most suggestive evidence in the paper is that LLM emotional scores, LLM geometric scores, human eye-tracking, and large public surveys converge on the same designs. In this sense, the AI singularity can be framed as a domain-specific, testable hypothesis in architecture. This paper does not report new generated results derived from Empirically Constrained Scaffolding (ECS), which appear in prior applications, but reproduces the original prompts as an illustration of the method. Full article

The integration of the Sustainable Development Goals (SDGs) into architectural education has received increasing scholarly attention; however, this discussion has largely focused on design studios, environmental design, sustainable design pedagogies, or program-level curriculum mapping. By contrast, project/construction management, construction economics, design economics, time management, and construction project management courses have received comparatively less attention as specific curricular sites for SDG-oriented integration. This study analyzes course information packages related to project/construction management in selected undergraduate architecture programs in Türkiye through an SDG-oriented curriculum mapping approach. Methodologically, the study combines document-based comparative curriculum mapping, directed qualitative content analysis, six thematic coding areas, 0–3 thematic intensity coding, and SDG alignment. The comparative analysis group consists of eight courses related to project/construction management, construction economics, design economics, time management, and construction project management. The findings show that the project/construction management core is strongly represented across all analyzed courses. Sustainability and SDG orientation are most visible in the Design Economics and Special Topics of Construction Project Management courses, while the Time Management in Building Production course stands out in relation to digital/software-supported management. The SDG alignment profile indicates strong visibility for SDG 11, SDG 4, SDG 16, and SDG 12; moderate-to-strong visibility for SDG 9; and a more indirect visibility for SDG 13 through life-cycle thinking, resource efficiency, and sustainable construction management. The original contribution of the study lies in positioning project/construction management courses as a specialized curricular field within SDG-oriented architectural education and in proposing the SDG-Oriented Project/Construction Management Education Matrix. The results suggest that project/construction management courses are not merely technical professional courses; rather, through time, cost, quality, risk, contracts, life-cycle costing, resource management, BIM, supply chains, facility operation, ethics, and applied learning, they provide a strategic curricular foundation for sustainable built environment education. Full article

Engineering education is increasingly shifting toward data-driven and creativity-centred pedagogies that foster innovation, communication, ethical awareness, and teamwork. However, traditional Problem-Based Learning and Design Thinking approaches rely heavily on subjective evaluation and lack scalable mechanisms for monitoring learning progression and creativity development. These pedagogical limitations highlight the need for data-driven approaches that can support iterative learning processes, continuous feedback, and objective evaluation of creativity and performance. This study proposes a Generative Artificial Intelligence (GenAI)-driven predictive analytics framework for modelling student performance and creativity in engineering design systems. The framework integrates deep learning architectures, including Long Short-Term Memory (LSTM) networks and Transformer-based multimodal fusion, to analyze temporal and heterogeneous learning data. The novel Creativity Index (CI) is introduced to quantify design innovation by combining novelty and feasibility metrics derived from AI-assisted interactions and project milestones. The model was evaluated on a longitudinal dataset comprising 450 students across 10 semesters (~5400 time-series observations). Experimental results demonstrate strong predictive performance, achieving 89% classification accuracy and RMSE of 3.8. Comparative analysis shows significant improvements in engineering design (+15%), communication (+16%), ethical awareness (+17%), and teamwork (+16%) (p < 0.01). The proposed framework enables real-time feedback, early risk detection, and adaptive learning optimization. These findings highlight the potential of integrating generative AI and predictive analytics to develop scalable, data-driven intelligent learning systems. Full article

The integration of artificial intelligence (AI) in education has made significant advancements in personalized learning and adaptive instruction. However, current systems remain limited by three critical gaps: (a) fragmented architectures that decouple technical performance from ethical governance, (b) the treatment of fairness and accountability as external constraints rather than embedded design principles, and (c) reliance on single-modality data that inadequately represents complex learning environments. These restrictions hinder scalability and limit the capacity of AI systems to deliver equitable, transparent, and context-aware educational experiences. This study aims to address these challenges by designing and validating an ethics-aware, multi-agent conceptual framework for adaptive education in which personalization and responsible AI are co-developed as integrated system properties. The proposed architecture uses five coordinated agents: perception, pedagogy, assessment, feedback, and ethics monitoring. These five agents share one knowledge layer containing learner profiles, domain models, competency structures, interaction histories, and machine-readable policy rules. A four-stage feedback loop comprises: (a) outcome aggregation, (b) system evaluation and validation, (c) teacher review and intervention, and (d) agent update and policy refinement. It enables real-time adaptation, teacher oversight, and iterative system improvement. Adopting a design science research (DSR) methodology and mixed-methods evaluation across functional, pedagogical, ethical, and system-level dimensions, the proposed framework is expected to demonstrate improved learner modeling accuracy, enhanced knowledge tracing, and more robust multimodal engagement analysis compared to centralized and single-modality approaches. Based on design science evaluation against established benchmarks and component-level validation in a simulated learning management system (LMS), this theoretical framework is projected to improve learner modeling accuracy, enhance knowledge tracing, and enable more robust multimodal engagement analysis compared with centralized and single-modality approaches. These projections constitute theoretically derived hypothesis and remain subject to empirical validation in live deployment studies. This study’s theoretical contribution lies in demonstrating that ethics-by-design and adaptive personalization are architecturally compatible and mutually reinforcing design principles. Full article

This article examines Mike Kelley’s Educational Complex (1995) and his culminating public artwork, Mobile Homestead (2005–2013), as speculative architectures that negotiate the fraught intersections of pedagogy, memory, and public engagement. While Educational Complex mobilizes the language of architectural models and dioramas to materialize “blanks” as forms of pedagogical repression and institutional affiliation, Mobile Homestead extends this inquiry into public space through a community-oriented artwork that simultaneously invites access and withholds subterranean, private zones. Situating these projects within discourses of socially engaged and public art, the article argues that Kelley stages a productive paradox: his sustained skepticism toward public art’s political agency is folded into works that nonetheless generate collective encounters, informal pedagogies, and disaffiliated publics. Read together, these speculative architectures reconceptualize failure, disobedience, and disaffiliation not as negations of public engagement, but as critical strategies for exposing institutional complicity while constructing alternative architectures of memory, play, and social relation. By repositioning Kelley—often read primarily through psychoanalytic frameworks—as a pivotal yet overlooked figure in the histories of socially engaged and public art, the article unsettles prevailing narratives of community, resistance, and the public good. Full article

This article presents an integrated design studio pedagogy for flood-resilient urban waterfronts that employs groundscape strategies, treating the ground as an active design medium to generate hybrid structures integrating landscape, architecture, and infrastructure. Implemented at the Fay Jones School of Architecture and Design (Fall 2024), the studio challenged students to transform North Little Rock’s flood-vulnerable riverfront by replacing conventional levee infrastructure with ground-based public architectural interventions. The study adopts a pedagogical case-study approach, examining a studio cohort in which all projects were developed under shared site conditions, design constraints, and instructional frameworks. Five assignments progressed from collaborative precedent analysis to individual technical development, integrating computational modeling, performance simulations, and expert consultations across structural, envelope, MEP, and site engineering. Student work is analyzed through comparative sectional diagrams and selected in-depth project studies to evaluate how groundscape functioned as a shared solution type for multiscalar integration. The results show that groundscape operates productively when tested against specific site constraints rather than deployed as a generalized esthetic. In response to flood elevations, degraded ecology, and limited public access, students developed distinct ground-based operations—such as embedding, lifting, and integrating flood walls as spatial thresholds—demonstrating architecture’s capacity to mediate between civic space, environmental performance, and flood protection. By situating groundscape within a problem-oriented pedagogy, the study consolidates modernist, postmodern, and contemporary groundscape discourse and demonstrates how architectural education can engage productively with climate-adaptation challenges. Full article

Online asynchronous learning offers considerable flexibility but frequently faces challenges in sustaining engagement, interactivity, and inclusivity across diverse learner populations. This study introduces the OPTIMAL framework—an Online, Pedagogy- and Technology-Integrated, Microcurricula Approach for interactive and inclusive Learning—synthesising universal design for learning, active learning, and constructive alignment with technology integration frameworks (TPACK and PICRAT), operationalised through a microcurricula-as-a-service architecture. A three-year longitudinal case study (2022/23 to 2024/25) examined the application of the framework to a data literacy and analytics module serving over 5000 students across more than 15 programs and five faculties at Dublin City University. The module design constructively aligned learning outcomes, content, and technology at three levels to support multiple learning pathways, formative assessment, and transdisciplinary engagement, deliberately fostering transformative uses of technology in a fully asynchronous environment. Mixed-methods evaluation—combining learning analytics, surveys (n = 1743), and qualitative feedback—demonstrated sustained positive outcomes across all three years, including 95–99% completion rates, consistently high satisfaction, and longitudinal gains in engagement and pass rates. These findings demonstrate how the deliberate integration of pedagogical theory, technological frameworks, and modular curriculum architecture can deliver scalable, inclusive, and high-engagement online education, offering both a transferable, evidence-based model for educators and curriculum designers and longitudinal empirical validation for researchers. Full article

The Associated Press (AP) Stylebook, endearingly called “the journalist’s bible,” contains thousands of entries outlining style rules and situational guidance. Designed initially for practitioners, the AP stylebook is a seminal resource at many journalism education programs. Its density and complexity as a learning material inherently poses cognitive load risks for novices—and yet—it remains notably under researched. This explanatory sequential mixed methods study explored journalism instructor axiology, pedagogy, and perceptions of teaching effectiveness when introducing AP Style to novice students. Findings revealed that while AP Style remains a pillar of U.S. journalism curriculum, experienced instructors sometimes feel uncertain about the effectiveness of their introductory pedagogy. They described a hodgepodge of methods and design constraints often incongruous with knowledge of human cognitive architecture. We problematize these findings through cognitive load research, recommend Cognitive Apprenticeship Model principles to reduce load-inducing strategies, and suggest directions for future research. Full article

Spatial qualities are central to architectural reasoning; yet, in studio-based education, they often remain implicit rather than structured as a shared analytical framework. This study examines how a multi-scalar taxonomy of spatial qualities can function as a collaborative analytical language in studio-based architectural education. Situated in Košanćićev venac and Dorćol, two historically layered areas of Belgrade’s old town, this study integrates expert spatial analysis with a student questionnaire administered across bachelor and master study levels. Empirical testing was conducted to evaluate structural coherence, conceptual differentiation and the distribution of spatial qualities across detail, architectural and urban drawing scales. The findings indicate consistent internal stability, clear differentiation among constructs and statistically significant cross-scale articulation. Form- and composition-related qualities showed high usability, while interpretative constructs were more variable. Master-level students demonstrated greater engagement with cognitive and interpretative constructs, indicating a shift toward more conceptually grounded design reasoning without affecting overall structural coherence. These results suggest that spatial qualities can operate as a level-independent analytical language, supporting inclusive participation, shared interpretation and structured dialogue within the design studio. By positioning spatial qualities as a collaborative pedagogical framework, this study contributes to interdisciplinary communication and more equitable engagement in architectural education. Full article

In rapidly urbanising developing economies, construction activity frequently relies on informal and semi-skilled labour. This coincides with limited opportunities for systematic skill development, leading to persistent labour deskilling. While existing research has predominantly addressed these challenges through policy reform, industrialisation, or efficiency-driven technological models, less emphasis has been placed on the role of architectural design in shaping labour–technology relations on-site. This article adopts a constructivist perspective on technology to investigate how architectural design can serve as a socio-technical framework for non-formal labour upskilling within construction practice. Drawing upon qualitative case studies of two architectural projects in Sri Lanka—a suburban residential retrofit and a low-income rural housing prototype—this study analyses how design strategies such as systemisation, construction sequencing, material hybridity, and craft-based component detailing embed tacit learning within production processes. The findings demonstrate that craft, understood as a mode of tacit knowledge and on-the-job learning rather than as a stylistic or nostalgic response, can facilitate skill acquisition across diverse economic and technical contexts. By repositioning architectural design as an active mediator between technology and labour, this article contributes to debates within construction studies, social sciences, and architectural theory and proposes design-led construction strategies as a context-sensitive alternative to purely policy- or efficiency-driven approaches to labour development. Full article

Theological engagement with artificial intelligence has largely focused on applied ethics, addressing bias, governance, and labor displacement. While indispensable, this framing often presumes that algorithmic systems operate as external instruments acting upon already constituted subjects. This article argues that contemporary predictive architectures intervene at a deeper anthropological level by structuring attention, expectation, and habituation prior to deliberative judgment. It introduces the concept of ordo extractionis to designate a technologically mediated regime of formation characterized by behavioral trace extraction, probabilistic modeling, and recursive projection of statistically inferred continuity. Drawing on Augustine’s account of ordered love and temporality and Aquinas’s doctrine of habitus and the invisible mission of the Spirit, the article distinguishes algorithmic projection from sanctification as divergent pedagogies of temporal formation. Predictive systems stabilize continuity by extrapolating from measurable past behavior; sanctification reorders desire teleologically toward a final end not deducible from prior pattern and grounded in non-competitive divine causality. Algorithmic mediation is therefore interpreted pedagogically rather than metaphysically: it does not rival divine agency but participates creaturely in shaping the ecology within which habituation unfolds. Engagement with contemporary AI research on recommender systems, reinforcement learning, and generative models situates the argument within technological realism and resists determinism. The digital twin is analyzed as a probabilistic representation that acquires institutional authority when operationalized in ranking, profiling, and evaluative systems, without constituting a metaphysical competitor to the imago Dei. In response to anticipatory closure, Eucharistic anamnesis and epiclesis are developed as practices that re-situate memory and expectation within eschatological promise. The article concludes that the central theological question posed by AI is not whether machines can think, but how formative sovereignty over desire is exercised within technologically mediated modernity. Full article

Architecture exists at a moment of instability as economic forces narrow professional agency, as knowledge domains challenge disciplinary boundaries, and as calls for decolonisation and sustainability demand epistemological reorientation. Architectural education occupies a strategic position within these dynamics, simultaneously shaped by professional uncertainty and actively constructing alternative futures. This article examines contemporary architectural education as an experiential lens through which a perceptive understanding of how the discipline negotiates transformation can be developed. It draws on a global survey of 345 architecture schools across 159 countries, conducted by the Architectural Education Commission of the International Union of Architects (UIA), and investigates institutional responses to economic constraints, transdisciplinarity, technological transformation, labour precarity, and ethical imperatives. Employing a nine-dimensional framework and six thematic lenses to map global patterns, the findings reveal a convergence–divergence paradox where schools converge around studio pedagogy (78%), national accreditation (92%), and professional degrees (62%), while diverging substantially in thematic priorities. Near-universal engagement with allied disciplines (99%) and SDG integration (88%) contrast sharply with limited efforts at decolonisation (29%) and a health focus (26%), revealing selective adoption of key ethical imperatives. The analysis unveils systematic gaps between declared commitments and enacted practices, with high adoption rates masking shallow implementation, a pattern evidenced by the gap between near-universal SDG declarations (88%) and the persistence of individual-authorship assessment structures (76–78%). Regional patterns reflect resource stratification, reinforcing colonial or dominant knowledge hierarchies. The study concludes that architecture’s agency remains constrained where schools perform transformation rhetorically while reproducing conventional professional formation structurally. Full article

This article examines the Unité Pédagogique d’Architecture in Toulouse (UPAT) as a paradigmatic example of the palimpsestic architectures that characterize many contemporary university campuses. Conceived in the immediate aftermath of May 1968, the school emerged at a moment when pedagogical reform, political commitment, and architectural experimentation became closely intertwined. These conditions gave rise to a singular spatial organization based on a combinatory grid, intended to give architectural form to a democratic ideal of education grounded in openness, flexibility, and collective agency. The study adopts a historical–critical methodology based on the systematic analysis of primary and secondary sources, complemented by original graphic interpretations. This approach makes it possible to read the UPAT simultaneously as a didactic instrument and as an ideological manifesto, one whose ambitions were inherently marked by internal tensions and contradictions. A diachronic examination of subsequent extensions and transformations reveals how these founding intentions were progressively reinterpreted, constrained, or displaced in response to changing institutional, social, and cultural conditions. Taken as a whole, the evolving trajectory of this “manifesto school” illuminates the ways in which architectural ideals—particularly the pursuit of openness—are negotiated over time, offering a critical perspective on the reciprocal shaping of architecture, pedagogy, and institutional identity within the history of university buildings. Full article

Generative artificial intelligence is increasingly embedded in architectural practice and education, yet its role often remains confined to image production or optimization tasks. This study situates generative AI within a broader design ecology. It examines how structured human–AI interaction can support environmentally oriented architectural thinking in design education. The article presents an international design workshop as a research setting in which architecture students engaged with AI through a multi-agent workflow. This workflow combined large language models, diffusion-based image generation, 2D–3D translation tools, parametric modeling, and clay-based 3D printing. Central to the methodology is the concept of prompt choreographies. These are deliberate dialogs between human and AI agents, based on a language of prompts and AI-generated outcomes. Through this process, the design concept moves toward a final architectural proposal. The workshop addressed complex ecological challenges emerging from interactions among Earth’s spheres. These were conceived as environmental interfaces defined by behavioral continuity rather than typological form. Using qualitative, design-based evaluation criteria focused on environmental, spatial, and material aspects, the study identifies recurring patterns of human–AI collaboration. The findings indicate that generative AI supports architectural ideation most effectively when embedded in structured workflows that emphasize curatorial decision-making and reduce generative overproduction. While limited to a workshop-based educational context, the research offers transferable methodological insights for architectural pedagogy and conceptual practice. It proposes a process-oriented framework for designing with generative AI and outlines an emerging form of architectural literacy and multi-agent collaboration that warrants further empirical validation. Full article