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The paper aims to understand and assess architecture students' experiences of online teaching during the initial lockdown caused by the coronavirus disease-2019 (COVID-19) pandemic between March–June 2020. The exploratory study was conducted across two architectural engineering departments of two separate campuses of the same not-for-profit, non-governmental higher education institution in Cairo, Egypt, focusing on two course streams within their architectural curriculum; design-studio-based courses (DC) and technology courses (TC).

A mixed-methods approach was used, where a questionnaire-based survey was developed to gather qualitative and quantitative data based on perceptions of a sample of 245 students. The survey quantitatively queried five dimensions related to students' learning experiences and qualitatively sought to evaluate both the positive experiences and challenges the students experienced.

Findings outline that students' experiences were neutral but veered toward the positive end of the scale. Three factors appear to have affected students' learning experiences; students' reliance on educational technologies, the stage of architectural education students were enrolled in when they went into lockdown, and finally, quality and timing of feedback received. While challenges were faced during transition to the digital realm, these may have compelled students to take ownership of the students' own knowledge construction.

Results provide a nuanced understanding of how students dealt with this critical transformation in architectural pedagogy at a unique moment in history, highlighting merits that could have an everlasting impact on design education during and after times of pandemic.

This paper aims to present a generic lifecycle framework model for guiding architects, engineers, contractors and facilities managers (AEC/FM) practitioners on the effective implementation of adaptive reuse projects.

A mixed approach of qualitative and quantitative techniques was followed in the development of the framework model. A literature review was conducted to comprehend the processes involved in adaptive reuse projects. In total, 90 AEC/FM practitioners were surveyed to identify the current practices in these projects. A generic framework model was then developed to standardize the processes involved, using integration definition for function modeling process modeling methodology. Face-to-face interviews with a targeted group of 30 AEC/FM practitioners were conducted, to validate the developed framework model, by assessing the importance and the frequency of implementing each function in the developed framework model.

The framework model consisted of four sequential processes, namely, assess the feasibility of the adaptive reuse project, design the adaptive reuse project, construct the adaptive reuse project and operate and maintain the adaptive reuse project. The validation confirmed the importance of all the framework functions and the frequency of their implementation.

This research contributes to the literature and the AEC/FM professions, through developing a lifecycle and knowledge-oriented framework model for building adaptive reuse. The framework presents clear documentation of adaptive reuse processes. Thus, it holds the potential of endeavoring on adaptive reuse projects to be more efficient.

Investigation of housing adaptability is related to understanding factors that influence project transformation. Factors may be associated with the design and project stage as also alternative uses to existing buildings. To structure methodology for criteria analysis of adaptability, the research aims to verify the importance level of factors related to adaptability and flexibility context in architecture.

Employing a multicriteria analysis and a diagnosis performed with architecture professionals, criteria importance identified in a bibliographic survey is contacted.

With harmonious results, key elements highlighted in the diagnosis are discussed. Adaptability and flexibility are mainly related to balance in the design of spaces and their connections, so the user can have control administrating the organization of their habitat.

As a complex subject, involving legal, social and cultural issues, the multicriteria method supports the scientific analysis of data. The results can be used in a practical case study as assessment of housing adaptability and flexibility, as a useful tool to decision support in architectural project.

The following is an annotated list of materials dealing with information literacy including instruction in the use of information resources, research, and computer skills related to retrieving, using, and evaluating information. This review, the twentieth to be published in Reference Services Review, includes items in English published in 1993. A few are not annotated because the compiler could not obtain copies of them for this review.

As companies increasingly face the challenge of aligning their real estate and facility assets with their business goals, strategic facilities planning (SFP) has grown as an area of expertise and discipline which provides increasingly sophisticated tools for supporting complex decisions. This paper provides an insight into SFP: what is it, what is the process, what are the major tools, and what can it deliver? It provides a template for facility managers and real estate consultants to prepare a Request for Proposal (RFP) for strategic real estate initiatives. In addition, it explains how SFP helps facility managers leverage their knowledge and increase their visibility within their organisation.

Ecology shows us not only environmental problems; it shows that we need a new balance and harmony between individuals, beings, communities and all of Nature. We need a new contract with Nature (SERRES, 1991) and new Ethics (GUATTARI, 1990) for our lives. What is therefore new in Architecture? The environmental ethics have given us a universal and supra-generational vision of the management of our Nature and, as a consequence, a new way to construct our “second” nature. What is essential for this new architecture that the new ethics demand?

Exploring this subject, the paper firstly analyzes how the relationship between ethics and architecture has been described by other authors. Secondly, how the relationship between mainstream architecture and ecology is evolving, from technical matters to social and more complex issues, to work towards ethics. Finally, the convergence between them (Ethics, Architecture and Nature) could provide the clues to understand the ends and means of eco-architecture.

As a result of this analysis, we interpret that there are underlying keys in the post-eco-architecture. These summarize in new roles for the “locus” and the break of habitual limits of architecture, which have been replaced for new ones. There are no limits of scale: macro-structures such as mega-cities, as well as micro-organism are involved in the architectural process. The client of our construction is universal: we do not build only for our client, we must think about all beings, including animals since we know how our decisions may inflict damage to biodiversity. The site has no boundaries: we know how any local actions can have an effect in remote locations of the planet, since natural phenomena are interconnected. There is also no time limit: we must build now, but we must think about future generations.

This paper aims seeks to reflect on the transition of a school of architecture to incorporate sustainability principles as a core part of its undergraduate (Part I) programme. The paper offers a brief overview of the processes undertaken and outcomes of this to an integrated problem-based learning approach and with sustainability at its core changing both knowledge content and pedagogical approaches.

Reflecting on the transition to a sustainability-based curriculum, this paper makes use of a mixed methods approach incorporating a review of literature on sustainability in architectural education, pedagogical approaches and epistemology, as well as educational issues in sub-Saharan Africa. The main study made use of an ethnographic approach, including document analysis, interviews, observations and one-on-one informal interactions with students, faculty and alumni.

While the transition to a sustainability-based curriculum was achieved, with integrated studio courses at second- and third-year levels, this did not come without challenges. Divided opinions of formal education, linked to preconceived ideas of what constituted architectural education led to some resistance from students and professionals. Nevertheless, the programme serves as testament to what is achievable and provides some lessons to schools seeking to transition programmes in the future.

The paper contributes to discourses on sustainability in architectural education, examining the transition taken by an architectural programme to incorporate sustainability as a core part of its curriculum. The outcomes of this process provide advice that could be useful to schools of architecture seeking to integrate sustainability into their programmes.

As the first architecture programme in East Africa to integrate sustainability principles into its programme, this study provides an insight into the processes, experiences and outcomes of this transition. This reflective engagement highlights value of an enabling environment in any transitional process.

There has been a recently growing interest by architects in practice-based research and the impact of research. At the same time, several post-graduate architecture programmes with practice-led research agendas were founded. This shift towards architectural design research is analysed using the notions of “process-driven research”, “output-driven research” and “impact”. The study aims to investigate and unveil the link between graduate programmes and graduates with a research interest and to test the tripartite model of “process-driven research”, “output-driven research” and “impact” in the context of small architectural practices.

The study uses a qualitative and exploratory research approach that includes 11 in-depth interviews conducted in 2020, during the first nationwide COVID-19 lockdown in the United Kingdom (UK) selected interviews were architects representing (1) members or alumni of practice-related graduate architecture programmes in London and (2) founders of London-based small architectural practices within the last decade.

While focussing on the London context, the paper offers transferable insights for the key potentials of practice-led design research in small architectural practices and the actions that might improve research practice.

This paper addresses a lack of studies on how design research differs between diverse types and sizes of architectural firms, why emerging small architectural practices increasingly engage with research and how this shapes their practice. This knowledge is important to fully understanding architectural design research and its strengths or weaknesses.

Following the positive call for a special issue on Architectural Pedagogies and Sustainable Development Goals (SDGs), the purpose of this overview article is to contextualise reflections on nine selected articles, within recent efforts made by professional organisations, which aspire to blend sustainable development into the collective psyche of both academics and future professionals.

This article adopts four lines of inquiry by capturing key insights on the place of sustainable design knowledge in architectural education validation and accreditation at both national and global scales; presenting analytical narratives on the recent global efforts that embrace excellence in architectural pedagogy through addressing SDGs; elucidating the two knowledge spaces, centred on pedagogy and sustainability, which are strengthened and supported by Archnet-IJAR, and offering reflections on the nine articles published in this special issue that aims at integration of the two knowledge spaces.

Contextualisation and reflective narratives offer insights into current efforts and demonstrate a clear commitment of professional organisations to embed values relevant to SDGs. Efforts of the Education Commission of the International Union of Architects and the UNESCO-UIA Validation Council of Architectural Education appear to have advanced significantly over recent years with a clear prospect for a sustainable future. The nine articles published in this special issue respond clearly to the goal of Quality Education (SDG4), but not all of them have addressed the goals related to Good Health and Well-being (SDG3) and Sustainable Cities and Communities (SDG11), and their place in architectural pedagogy. However, they take a step further to address aspects of climate change, globalisation, sustainable architecture and urbanism, social sustainability, global north/global south dialectics and decolonisation.

The findings offer opportunities to recognise efforts by professional organisations, map key pedagogical experiments into these efforts, while providing lessons learned from best practices aiming to effectively integrate SDGs into architectural pedagogy.

No serious effort has been made to articulate the integration of SDGs into architectural education at the level of research or design studio pedagogical practice. Addressing architectural pedagogies and sustainable development is predicated on the fact that there is very little written or known on integrating SDGs into architectural education and design pedagogy. Understanding, appreciating, and sharing various efforts and approaches to incorporate SDGs into architectural pedagogy is a key step towards a sustainable future.

During the past decade, Danish policies and legislation have increasingly focused on accessibility, which, by virtue of adopting the UN Sustainable Development Goals, has spurred new demands for the expertise of Danish landscape architects. Surveys indicate as much as 27% of the Danish population have a physical disability. Therefore, landscape architectural firms play an important role in designing accessible, public and green spaces, which could reduce the number of people who experience disability in their everyday life arising from inaccessible designs. Despite this, peer-reviewed research has not attempted to qualitatively understand how landscape architects approach accessibility in their daily practice.

Based on a grounded theory analysis of 15 semi-structured qualitative interviews with randomly selected landscape architectural firms, this study aims to describe how landscape architectural firms approach and perceive accessibility.

The results of the study show a complex understanding of accessibility among practising landscape architects, with firms focusing on the role of Danish building regulations, the programming of accessibility and professional aesthetic dilemmas. Moreover, accessibility is perceived with some frustration as an element that takes valuable space from green areas due to clients' lack of willingness to provide resources for integrated solutions, landscape architects' own limited expertise and knowledge of integrated accessibility solutions and insufficient regulatory leeway.

As accessibility is a major element of the tasks within contemporary landscape architecture, graduates need additional training in accessibility, which, in turn, necessitates additional research into accessible design solutions.