Abdulqadir Bayz Hammadamin

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.

Assessing a built environment’s functional performance and physical and psychological impact is essential for understanding its effect on users, particularly in higher education, where it informs the creation of effective learning spaces. This study aims to explore the application of Space Syntax Theory in a higher-educational context and examines the functional efficiency of three architecture schools in Erbil: Salahaddin University-Erbil, Koya University, and Cihan University-Erbil. Using a quantitative research paradigm, the study employs space-syntax methodologies, including axial map analysis and justified graphs, to evaluate key syntactical parameters such as mean depth, relative asymmetry (RA), real relative asymmetry (RRA), real ring-ness (R-value), and the difference factor (H*). The analysis, conducted via Depthmap X software, examines spatial permeability and connectivity within educational layouts, providing insights into their functional performance. The findings indicate that the architecture school at Cihan University-Erbil, characterised by a ring-like spatial structure, achieves a moderate level of functional performance, outperforming Salahaddin University-Erbil and Koya University. Moreover, productive spaces consistently exhibit higher functional performance than supportive spaces across all case studies. This research proposes a framework for optimising spatial configurations in higher education, providing evidence-based strategies to enhance functionality and promote best practices in educational architecture.

Architectural Education (AE), as a multidisciplinary field of knowledge, has been through various learning forms, and several learning theories have been adapted to respond to progressive change in the learning environment context and increasing demand for a sustainable built environment. However, it is noticeable that there needs to be more research collaboration efforts among architecture schools and more focus on practice sessions in AE. Therefore, this systematic literature review intends to synthesize the most dominant challenges and examine trends in AE during the early decades of the twenty-first century. This study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) as the review protocol. The keywords have been identified and searched in Scopus and Web of Science (WoS) databases. The authors analyzed ninety-six articles between 2000 and 2023 based on the inclusion and exclusion criteria. The analysis of the relevant articles provided valuable insights into research intention. The review reveals the four main themes in AE, namely (1) learning approaches, (2)technology innovation, (3) sustainability, and (4) history. Furthermore, the researchers discuss experiential learning, blended learning, e-learning, and online learning as the most used learning methods in architecture schools. More research on art, social context, and the physical built environment seems crucial for enhancing AE. This study comprehensively reviews the state of the art on AE by interpreting the most dominant architectural issues and learning challenges. The outcome is valuable for improving the learning environment in architecture schools.