Younis, S., Al-kazzaz, D. (2025). The knowledge content of digital design subject in architecture schools. , 18(3), 249-256. doi: 10.30772/qjes.2023.143373.1031
Sarraa B. Younis; Dhuha A. Al-kazzaz. "The knowledge content of digital design subject in architecture schools". , 18, 3, 2025, 249-256. doi: 10.30772/qjes.2023.143373.1031
Younis, S., Al-kazzaz, D. (2025). 'The knowledge content of digital design subject in architecture schools', , 18(3), pp. 249-256. doi: 10.30772/qjes.2023.143373.1031
Younis, S., Al-kazzaz, D. The knowledge content of digital design subject in architecture schools. , 2025; 18(3): 249-256. doi: 10.30772/qjes.2023.143373.1031

The knowledge content of digital design subject in architecture schools

Al-Qadisiyah Journal for Engineering Sciences
Volume 18, Issue 3, September 2025, Pages 249-256    PDF (8.47 M)
Document Type: Research Paper
DOI: 10.30772/qjes.2023.143373.1031
Authors
Sarraa B. Younis; Dhuha A. Al-kazzaz*
Department of Architecture Engineering, College of Engineering, University of Mosul, Mosul, Iraq.
Abstract
The emergence and spread of digital technology in architectural design and professional practice has resulted in a restructuring of architectural education. Different approaches have emerged to integrate digital design into architectural curricula. This paper aims to identify accredited digital design courses and the nature of the content provided to enhance students’ knowledge and skills. The research problem revealed the diverse and different ways to integrate digital design into architectural education curricula in general, and there is no clear vision of the knowledge content of digital design courses. The research questions were determined to investigate the main aspects of digital design courses, the types of knowledge provided, and the levels of knowledge provision for these courses. To answer the questions, the study adopted a conceptual analysis of the published literature on university experiences in teaching digital design courses. The content of these courses was analyzed and revealed that the types of provided content ranges from preparing design projects at different scales, conducting exercises on implementing digital models, or presenting purely theoretical knowledge. The levels of implementing computer technology in teaching digital design range from representative, formative, generative, performative, and manufacturing levels. The relationships between traditional design education and digital design education are found in three ways: the digital design education replaces the traditional design education, the parallel application of both traditional and digital design paths or adopting digital design education later after traditional design education.
Keywords
Computation design; Digital design; Architecture curricula; Courses; Computer technologies
References
  • Mohamed, “Digital design technology and its impact on contemporary architecture, in light of digital architectural trends,” Journal of Architecture, Arts and Humanitic sciences, vol. 7, no. 34, pp. 1–27, July 2022. [Online]. Available: https://doi.org/10.21608/mjaf.2021.51703.2092
  • Soliman, D. Taha, and Z. E. Sayad, “Architectural education in the digital age computer applications: Between academia and practice,” Alexandria Engineering Journal), vol. 58, no. 2, p. 809–818, 2019.[Online]. Available: https://doi.org/10.1016/j.aej.2019.05.016
  • Ahmed, K. Mahmoud, K. Alahmady, and R. Mohamed, “Green education’s role in advancing sustainable architectural practices,” Al-Qadisiyah Journal for Engineering Sciences, vol. 18, no. 2, pp. 131–139, 2025. [Online]. Available: https://doi.org/10.30772/qjes.2024.153695.1393
  • A. Tedjosaputro, “Concerning digital design in architectural pedagogy,” in IOP Conf. Series: Earth and Environmental Science, 2020. [Online]. Available: https://doi.org/10.1088/1755-1315/490/1/012011
  • Hammadamin and J. Nordin, “Learning challenges of architectural education in the early twenty-first century: A systematic literature review,” Al-Qadisiyah Journal for Engineering Sciences, vol. 17, no. 4, pp. 339–351, 2024. [Online]. Available: https://doi.org/10.30772/qjes.2024.149312.1220
  • P. Ponzio, M. G. Gonzaga, M. Vale, U. M. Bruscato, and W. Mog, “Parametric design learning strategies in the context of architectural design remote teaching,” in XXV International Conference of the Iberoamerican Society of Digital Graphics, Blucher Design Proceedings, vol. 9, no. 6, pp. 1077–1088, 2021. [Online]. Available: https://doi.org/10.5151/sigradi2021-189
  • Vamvakidis, “Computational design thinking and controlled transformations, for the schematic design of a second year, multi-unit housing design studio,” in Congreso SIGraDi 2020, 2020. [Online]. Available: https://doi.org/10.5151/sigradi2020-86
  • Ceylan, “Artificial intelligence in architecture: An educational perspective,” in Proceedings of the 13th International Conference on Computer Supported Education, vol. 1, pp. 100–107, 2021. [Online]. Available: https://doi.org/10.5220/0010444501000107
  • B. de Vasconselos and D. M. Sperling, “Notes on digital architectural design in the undergraduate teaching in brazil,” in Architecture in the Age of the 4th Industrial Revolution - 37th eCAADe Conference and 23rd SIGraDi Conference, vol. 1, pp. 147–154, 2019. [Online]. Available: https://doi.org/10.5151/proceedings-ecaadesigradi2019 481
  • Angulo and J. Vermillion, “Strategic thinking on the redesign of a foundational caad course:towards comprehensive training on digital design,” in Digital Physicality: Proceedings of the 30th eCAADe Conference, vol. 1, 2012. [Online]. Available: https://doi.org/10.52842/conf.ecaade.2012.1.029
  • Basarir, “Modelling ai in architectural education,” Gazi University Journal of Science, vol. 35, no. 4, pp. 1260–1278, 2022. [Online]. Available: https://doi.org/10.35378/gujs.967981
  • Holzer, “Teaching computational design and bim in the age of(semi)flipped classrooms,” Proceedings of the 24th International Conference on Computer-Aided Architectural Design Research in Asia, vol. 2, pp. 715–724, 2019. [Online]. Available: https://doi.org/10.52842/conf.caadria.2019.2.715
  • Kieferle and U. Woessner, “Virtual reality in early phases of architectural studies experiments with first year students in immersive rear projection based virtual environments,” in 37 Education and Research in Computer Aided Architectural Design in Europe and XXIII Iberoamerican Society of Digital Graphics, no. 1, 2019. [Online]. Available: https://doi.org/10.5151/proceedings-ecaadesigradi2019 399
  • Vamvakidis, “Computational design thinking for first year architectural design studios,” in 37 Education and Research in Computer Aided Architectural Design in Europe and XXIII Iberoamerican Society of Digital Graphics, Joint Conference, no. 1, 2019. [Online]. Available: https://doi.org/10.5151/proceedings-ecaadesigradi2019 043
  • Varinlioglu, S. M. Halici, and S. Alacam, “Computational thinking and the architectural curriculum simple to complex or complex to simple?” International Conference: Complexity and SimplicityAt: Oulu\ School of Architeture, Oulu, Finland, vol. 1, pp. 253–259, 2016. [Online]. Available: https://doi.org/10.52842/conf.ecaade.2016.1.253
  • Lima, N. Muthumanickam, M. Miller, and J. Duarte, “World studio: a pedagogical experience using shape grammars and parametric SARRAA YOUNIS AND DHUHA AL-KAZZAZ / AL-256 QADISIYAH JOURNALFOR ENGINEERING SCIENCES 18 (2025) 249 – 256 approaches to design in the context of informal settlements,” in SIGraDi 2020 - Transformative Design, 2020. [Online]. Available: https://doi.org/10.5151/sigradi2020-87
  • Xiang, X. Yang, J. Chen, R. Tang, and L. H. Hu, “A comprehensive model of teaching digital design in architecture that incorporates sustainability,” Sustainability, vol. 12, no. 20, pp. 1–29, December 2020. [Online]. Available: https://doi.org/10.3390/su12208368
  • Junior and D. Carvalho, “Digital creativity: Pedagogical strategies for design teaching,” in Proceedings of the XXV International Conference of the Ibero-American Society of Digital Graphics, vol. 48, no. 13, pp. 2652– 2661, 2021. [Online]. Available: https://doi.org/10.5151/sigradi2021-61
  • Ponzio, L. de Souza, V. Schulz, and C. Lasso, “Digital understandings in the construction of knowledge report of experiences in contemporary a rchitectural design teaching,” Architecture and Fabrication in the cognitive age - Proceedings of the 38th eCAADe Conference, vol. 1, pp. 675–684, 2020. [Online]. Available: https://doi.org/10.52842/conf.ecaade.2020.1.675
  • Agirbas, “Teaching methodology for parametric design: A case study with parametric bench,” in SIGraDi 2020 Proceedings of the 24th conference of the Iberoamerican Society of Digital Graphics, vol. 132, no. 4, p. 041009(9p), 2020. [Online]. Available: https://doi.org/10.5151/sigradi2020-99
  • Canestrino, S. Miraglia, G. Perri, and R. Lucente, “Parametric strategies in an architectural design workshop,” in XXV International Conference of the Iberoamerican Society of Digital Graphics, vol. 177, p. 107573, 2022. [Online]. Available: https://doi.org/10.5151/sigradi2021-115
  • Weissenb¨ock, “Augmented quarantine an experiment in online teaching using augmented reality for customized design interventions,” in Proceedings of the 39th eCAADe Conference, 2021. [Online]. Available: https://doi.org/10.52842/conf.ecaade.2021.2.095
  • Bushra, “A comprehensive analysis of parametric design approaches for solar integration with buildings: A literature review,” Renewable and Sustainable Energy Reviews, vol. 168, p. 112849, 2022. [Online]. Available: https://doi.org/10.1016/j.rser.2022.112849
  • Indraprastha, “Learning to knowand think: Computing for architecture course,” in SHSWeb Conf.International Conference on Architectural Education in Asia (eduARCHsia 2017), vol. 41, no. 05001, p. 8pages, 2018. [Online]. Available: https://doi.org/10.1051/shsconf/20184105001
  • Radziszewski and J. Cudzik, “Parametric design in architectural education,” World Transactions on Engineering and Technology Education, vol. 17, no. 4, pp. 448–453, 2019.
  • Varinlioglu and G. Turhan, “A comparative study of formal and informal teaching methods in the digital architectural curricula,” Proceedings of the 36th International Conference on Education and Research in Computer Aided Architectural Design in Europe, vol. 1, no. 1, pp. 409–416, 2018. [Online]. Available: https://doi.org/10.52842/conf.ecaade.2018.1.409
  • Oxman, “Digital architecture as a challenge for design pedagogy: theory, knowledge, models and medium,” Design studies, vol. 29, no. 2, pp. 99–120, 2008. [Online]. Available: https://doi.org/10.1016/j.destud.2007.12.003
  • A. Gallas, K. Jacquot, S. Janca, and F. Delvaux, “Parametric modeling: An advanced design process for architectural education,” in eCAADe 2015, Vienne, Austria, 2015, September, 2015. [Online]. Available: https://doi.org/10.52842/conf.ecaade.2015.2.149
  • Ceylan, “Using virtual reality to improve visual recognition skills of first year architecture students: A comparative study,” Scitepress: in Proceedings of the 12th International Conference on Computer Supported Education (CSEDU 2020), vol. 2, pp. 54–63, 2020. [Online]. Available: https://doi.org/10.5220/0009346800540063
  •  
Statistics
Article View: 5,677
PDF Download: 562


Journal Management System. Powered by iJournalPro.com