Learning challenges of architectural education in the early twenty-first century: A systematic literature review

Hammadamin, Abdulqadir Bayz; Nordin, Jestin

doi:10.30772/qjes.2024.149312.1220

	Learning challenges of architectural education in the early twenty-first century: A systematic literature review
Al-Qadisiyah Journal for Engineering Sciences
Article 4, Volume 17, Issue 4, December 2024, Pages 339-351 PDF (749.18 K)
Document Type: Review Paper
DOI: 10.30772/qjes.2024.149312.1220
Authors
Abdulqadir Bayz Hammadamin^* ; Jestin Nordin
Architecture Programme, School of Housing, Building, and Planning, Universiti Sains Malaysia, 11800 USM, Pulau Penang, Malaysia
Abstract
Architectural Education (AE), as a multidisciplinary realm of knowledge, has undergone diverse pedagogical transformations, incorporating different learning theories and concerns to adapt to the evolving educational landscape and the escalating demand for a sustainable built environment. This comprehensive investigation of the literature intends to present the most dominant challenges and examine trends in AE in the first few decades of the twenty-first century. The review framework applied by the authors is the Preferred Reporting Item for Systematic Reviews and Meta-Analyses (PRISMA). The authors searched keywords in the Scopus and Web of Science (WoS) databases, investigating ninety-six articles published between 2000 and 2023, and implementing the inclusion and exclusion criteria. The analysis of the relevant articles has provided valuable insights into research intention, revealing several main themes in the AE: learning approaches, technology innovation, sustainability, history, students’ experience and performance, architecture design and design studio, society concerns, computer application in AE, architecture curriculum, and Building Information Modelling (BIM). The review also found that researchers identify the efficiency of several teaching strategies primarily used at architectural schools including experiential, online, e-learning, and blended learning. This interpretation of predominant architectural issues and learning challenges will significantly enhance the learning environment by providing guidelines for integrating advanced technological tools, effective learning methodologies, and practical experience. International collaboration among academic staff in the field of architecture is crucial for the thorough evaluation of literature on the AE. Engaging architecture professionals from around the world will effectively help overcome linguistic and societal barriers. The study suggests that more research on art, social context, and the physical built environment is crucial for enhancing AE.
Keywords
Architectural Education; Learning Approaches; Technology Innovation; Sustainability; History; PRISMA

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