Architectural Education

Topic Information

Dear Colleagues,

In the 21st century, teaching practice is undergoing a profound transformation, incorporating new methodologies and innovating with new educational tools, driven by digitalization. Schools of architecture and building must enhance their capacity to integrate educational innovation, diversity, and connection with professional practice to train students in a changing and complex society. To this end, active methodologies are increasingly being adopted in higher education to foster creativity, critical thinking, and interdisciplinary collaboration.

Good governance has been consolidated as a fundamental pillar in the management of public administrations. In this sense, the publication and reuse of open data by governments facilitate citizen participation and the continuous improvement of society's services. The increasing availability of open data and the implementation of open science policies are transforming the way governments share information and collaborate with society, creating economic value and facilitating the generation of new knowledge. Likewise, the design of cities and urban spaces is fundamental to the inter- and intra-personal development of citizens, all of which are of great interest nowadays.

Dr. Daniel Ferrández Vega
Dr. Alicia Zaragoza Benzal
Prof. Dr. Rafael Marcos-Sánchez
Dr. Ricardo Curto-Rodríguez
Topic Editors

Keywords

Participating Journals

Journal Name	Impact Factor	CiteScore	Launched Year	First Decision (median)	APC
Administrative Sciences admsci	3.1	5.6	2011	27.7 Days	CHF 1600	Submit
Buildings buildings	3.1	4.4	2011	14.9 Days	CHF 2600	Submit
Education Sciences education	2.6	5.5	2011	29.2 Days	CHF 1800	Submit
Societies societies	1.6	3.0	2011	34.4 Days	CHF 1400	Submit
Sustainability sustainability	3.3	7.7	2009	19.3 Days	CHF 2400	Submit

Preprints.org is a multidisciplinary platform offering a preprint service designed to facilitate the early sharing of your research. It supports and empowers your research journey from the very beginning.

MDPI Topics is collaborating with Preprints.org and has established a direct connection between MDPI journals and the platform. Authors are encouraged to take advantage of this opportunity by posting their preprints at Preprints.org prior to publication:

1. Share your research immediately: disseminate your ideas prior to publication and establish priority for your work.
2. Safeguard your intellectual contribution: Protect your ideas with a time-stamped preprint that serves as proof of your research timeline.
3. Boost visibility and impact: Increase the reach and influence of your research by making it accessible to a global audience.
4. Gain early feedback: Receive valuable input and insights from peers before submitting to a journal.
5. Ensure broad indexing: Web of Science (Preprint Citation Index), Google Scholar, Crossref, SHARE, PrePubMed, Scilit and Europe PMC.

Published Papers (5 papers)

Order results

Content type Publication Date

Result details

Normal Extended Compact

Journals

All Administrative Sciences Buildings Education Sciences Societies Sustainability

Show export options expand_more Show export options expand_less

Select all

Export citation of selected articles as:

Plain Text BibTeX BibTeX (without abstracts) Endnote Endnote (without abstracts) Tab-delimited RIS

Error

Oops... you haven't selected anything for export.

Ok

clear

29 pages, 2924 KB  

Open AccessArticle

Perception of Students in Intermediate Vocational Training on the Usefulness of Different Teaching Resources and Methods Used in Their Learning: A Case Study

by Albert Canut-Montalva, Carlos Rizo-Maestre and Ignasi Navarro-Soria

Societies 2025, 15(12), 345; https://doi.org/10.3390/soc15120345 - 10 Dec 2025

Viewed by 304

Abstract

Vocational training aims to facilitate the acquisition of a series of professional skills by students, specified through a series of Learning Outcomes described in the official curricula. This requires teachers to adopt a wide variety of teaching methods and resources that allow for [...] Read more.

Vocational training aims to facilitate the acquisition of a series of professional skills by students, specified through a series of Learning Outcomes described in the official curricula. This requires teachers to adopt a wide variety of teaching methods and resources that allow for an appropriate match between learning styles and teaching styles, covering the diversity of styles present among students, to facilitate the achievement of all students. The students’ perception of the usefulness of the teaching resources used is an important factor in achieving this balance, and as a guide for better planning the methods and resources to be used in the classroom. This exploratory case study investigates students’ perceptions of the usefulness of different teaching resources and methods used to achieve the learning outcomes set out in the subject of water network installation and commissioning in an intermediate vocational training programme for water networks and treatment plants. The data was collected through a survey and individual interviews. The results of the research show that, despite a predominant preference for resources and methods associated with practical activities, as might be expected in vocational training, a significant heterogeneity in the attribution of usefulness to resources within the group was identified, which could be linked to different learning styles. Moreover, different dimensions emerged regarding the perception of usefulness that could better guide course planning towards a balanced diversification of methods and resources. Full article

(This article belongs to the Topic Architectural Education)

►▼ Show Figures

Figure 1

31 pages, 992 KB  

Open AccessArticle

Physical and Sensory Classroom Environment and Associations with Inclusive Education of Autistic Students in Chile: Construction, Validation and Results of a Teacher-Reported Scale

by Verónica Angulo De la Fuente, Carolina Urbina, Verónica López, Ignacio Montero and Felipe Escobar-Astudillo

Educ. Sci. 2025, 15(12), 1635; https://doi.org/10.3390/educsci15121635 - 5 Dec 2025

Viewed by 527

Abstract

A positive learning environment is related not only to student outcomes but also to inclusion of diverse learners. Although the literature on inclusive learning environments depicts physical and sensory elements as relevant, there is a need to improve measurements to include not only [...] Read more.

A positive learning environment is related not only to student outcomes but also to inclusion of diverse learners. Although the literature on inclusive learning environments depicts physical and sensory elements as relevant, there is a need to improve measurements to include not only objective measures but also end users’ valuations of these elements. This study sought to construct and validate the Physical and Sensorial Classroom Environment Scale (PSCES) and understand, from teachers’ perspectives, the associations between classroom environment and inclusive educational indicators of autistic students in Chilean mainstream schools. The instrument’s validation process involved expert judges, a pilot test, and exploratory factor analysis with 197 Chilean teachers and education professionals. The second phase examined the relationship between physical and sensory classroom environment and indicators of inclusive education—permanence in classroom, social interaction, learning progress, classroom well-being, and sense of belonging—among 123 autistic students in the first to fourth grade in mainstream schools. Results showed that the 34-item scale showed excellent internal consistency (Cronbach’s α = 0.945, McDonald’s ω = 0.936), with seven factors explaining 61% of the total variance. A significant positive correlation (r = 0.487, p < 0.001) was found between better classroom conditions and improved educational inclusion, suggesting that as the factors measured by the scale increased, the overall perception of inclusion also increased. The coefficient of determination (R² = 0.312) indicated that about 31% of variability in teachers’ perceptions of autistic educational inclusion was explained by classroom environment factors, particularly student agency and personalization, alternative arrangements, spatial organization, and sensory conditions. This study contributes to understanding how the physical and sensory classroom environment can foster educational inclusion for all learners, particularly for diverse autistic learners. Full article

(This article belongs to the Topic Architectural Education)

►▼ Show Figures

Figure 1

attachment

Supplementary material:
Supplementary File 1 (ZIP, 724 KB)

21 pages, 754 KB  

Open AccessSystematic Review

A Review on Structural Literacy in Architectural Education

by Amgad Fahmy

Buildings 2025, 15(23), 4312; https://doi.org/10.3390/buildings15234312 - 27 Nov 2025

Viewed by 311

Abstract

The review examines the impact of structural literacy on learning the discipline of architecture at the undergraduate level, as well as its influence on design processes. To bridge the knowledge application gap between structural literacy and design application in architecture, this review synthesizes [...] Read more.

The review examines the impact of structural literacy on learning the discipline of architecture at the undergraduate level, as well as its influence on design processes. To bridge the knowledge application gap between structural literacy and design application in architecture, this review synthesizes published work on learning through the application of structural literacy in design processes. It also considers learning outcome assessment, design effectiveness measurement, and new learning approaches. The review aimed to compare hands-on learning with traditional learning methods, measure teaching methods, identify new learning methods, measure the impact of structural literacy on design and learning outcomes, and observe collaborative practices across diverse disciplines. The review conducted a comprehensive survey of international research on undergraduate architecture education using mixed, qualitative, and quantitative methods. The results indicate that active, hands-on collaborative learning approaches are more effective than continuous lecture-based approaches in enhancing structural comprehension and design integration. Although financial and access constraints restrict large-scale applications, digital and physical modeling software enhances conceptual understanding and design exploration. Although institutional and curricular barriers limit its application, interdisciplinary working enhances communication skills and facilitates structural integration. Curriculum revisions that initiate structured subjects early, with design studio linkages, strengthen student motivation and design efficiency. These findings indicate the extent to which collaborative frameworks and integrated teaching impact the development of structural literacy. The review emphasizes the need for curriculum revisions and interdisciplinary instruction to equip architecture students with the skills necessary for practical, creative, and contextually aware design work. Full article

(This article belongs to the Topic Architectural Education)

►▼ Show Figures

Figure 1

attachment

Supplementary material:
Supplementary File 1 (ZIP, 19 KB)

20 pages, 15493 KB  

Open AccessArticle

Teaching with Artificial Intelligence in Architecture: Embedding Technical Skills and Ethical Reflection in a Core Design Studio

by Jiaqi Wang, Yu Shi, Xiang Chen, Yi Lan and Shuying Liu

Buildings 2025, 15(17), 3069; https://doi.org/10.3390/buildings15173069 - 27 Aug 2025

Cited by 1 | Viewed by 2229

Abstract

This case study examines the integration of artificial intelligence (AI) into undergraduate architectural education through a 2024–25 core studio teaching experiment at Zhejiang University. A dual-module framework was implemented, comprising a 20 h AI skills training module and in-class ethics discussions, without altering [...] Read more.

This case study examines the integration of artificial intelligence (AI) into undergraduate architectural education through a 2024–25 core studio teaching experiment at Zhejiang University. A dual-module framework was implemented, comprising a 20 h AI skills training module and in-class ethics discussions, without altering the existing studio structure. The AI skills module introduced deep learning models, LLMs, AIGC image models, LoRA fine-tuning, and ComfyUI, supported by a dedicated technical instructor. Student feedback indicated phase-dependent and tool-sensitive engagement, and students expressed a preference for embedded ethical discussion within the design studio rather than separate formal instruction. The experiment demonstrated that modular AI education is both scalable and practical, highlighting the importance of phase-sensitive guidance, balanced technical and ethical framing, and institutional support such as cloud platforms and research-based AI tools. The integration enhanced students’ digital adaptability and strategic thinking while prompting reflection on issues such as authorship, algorithmic bias, and accountability in human–AI collaboration. These findings offer a replicable model for AI-integrated design pedagogy that balances technical training with critical awareness. Full article

(This article belongs to the Topic Architectural Education)

►▼ Show Figures

Figure 1

22 pages, 10765 KB  

Open AccessArticle

Exploring the Cognitive Reconstruction Mechanism of Generative AI in Outcome-Based Design Education: A Study on Load Optimization and Performance Impact Based on Dual-Path Teaching

by Qidi Dong, Jiaxi He, Nanxin Li, Binzhu Wang, Heng Lu and Yingyin Yang

Buildings 2025, 15(16), 2864; https://doi.org/10.3390/buildings15162864 - 13 Aug 2025

Viewed by 1448

Abstract

Undergraduate design education faces a structural contradiction characterized by high cognitive load (CL) and relatively low innovation output. Meanwhile, existing generative AI tools predominantly emphasize the generation of visual outcomes, often overlooking the logical guidance mechanisms inherent in design thinking. This study proposes [...] Read more.

Undergraduate design education faces a structural contradiction characterized by high cognitive load (CL) and relatively low innovation output. Meanwhile, existing generative AI tools predominantly emphasize the generation of visual outcomes, often overlooking the logical guidance mechanisms inherent in design thinking. This study proposes a Dual-Path teaching model integrating critical reconstruction behaviors to examine how AI enhances design thinking. It adopts structured interactions with the DeepSeek large language model, CL theory, and Structural Equation Modeling for analysis. Quantitative results indicate that AI-assisted paths significantly enhance design quality (72.43 vs. 65.60 in traditional paths). This improvement is attributed to a “direct effect + multiple mediators” model: specifically, AI reduced the mediating role of Extraneous Cognitive Load from 0.907 to 0.017, while simultaneously enhancing its investment in Germane Cognitive Load to support deep, innovative thinking. Theoretically, this study is among the first to integrate AI-driven critical reconstruction behaviors (e.g., iteration count, cross-domain terms) into CL theory, validating the “logical chain externalization → load optimization” mechanism in design education contexts. Practically, it provides actionable strategies for the digital transformation of design education, fostering interdisciplinary thinking and advancing a teaching paradigm where low-order cognition is outsourced to reinforce high-order creative thinking. Full article

(This article belongs to the Topic Architectural Education)

►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less

Select all

Export citation of selected articles as:

Plain Text BibTeX BibTeX (without abstracts) Endnote Endnote (without abstracts) Tab-delimited RIS

 

Error

Oops... you haven't selected anything for export.

Ok

clear

Displaying articles 1-5