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Social integration is an important goal of contemporary urban policy in Chile. Using the concept of conviviality understood as the “art of living in community” (Esteva, 2012), this work analyses two socially integrated housing developments in Chile. This paper argues that materially interspersing different socioeconomic groups within housing developments is insufficient on its own to achieve the objectives of social integration espoused in the national urban policy. In particular, it leaves aside community and cultural processes and therefore neglects considerations of inclusion, equity, and conviviality. Furthermore, it is insufficient on its own in meeting sustainable cities and quality of life objectives of the National Urban Development Policy. As a result, we raise critical questions for the implementation of national policy objectives to combat the segregation of cities. The concept of assessing conviviality is proposed as a means to further understand social integration.

Within Santiago, Chile's capital city, Barrio is a fundamental urban concept: an identity of place that defines a social space more than the territorial boundary of a designated area. Nearly 30 years of sustained, economic growth have positioned Chile, and Santiago with 40% of the country's population, as a tourist, financial and investment centre for South America. After a general decline of the inner-city area during the time of dictatorship (1973-1990), three inner-city residential barrios are being re-defined by their social and urban heritage as part of the “coolest” city of South America. These residential barrios possess the social characteristics of an urban unit within the concept of an ethical city—autonomy, conviviality, connectivity and diversity—and, in form and use, the basis of urban cultural tourism, a living heritage of residential architecture, public space and urban culture. The spatial and economic transformation of these barrios shifts the existing dynamic between the residents' social capital and the barrios' symbolic capital to the question of whose rights and interest should prevail. Through a literature review, policy review and an analysis of morphology and land use of three barrios, this article draws lessons to assist a re-thinking of the development of this urban, social-spatial unit of Chilean cities.

The highly contagious coronavirus and the rapid spread of COVID-19 disease have generated a global public health crisis. Crises are being addressed at various local and global scales through social distancing measures and guidelines, emerging working and living patterns and the utilisation of technology to partially replace physical learning environments. The purpose of this article is to capture the key messages of the contributions published in this special edition of Archnet-IJAR: International Journal of Architectural Research, Volume 15, Issue 1, March 2021. Reviewing more than 70 submissions, 15 articles have been identified that are contributed by 35 scholars, educators and practitioners from 12 countries. The article calls for the need to embed trans-disciplinarity in current and future built environment research.

Driven by the fact that architecture, urban design and planning and built environment studies interact and have direct correlation with public health and virus spread. The approach to develop and present the key messages of the contributions is premised on three areas: (a) the pandemic condition as it relates to the built environment, (b) analytical reflections on the emerging themes and (c) the diversity and complexity embedded in these themes.

While some contributions speak to the particularities of their contexts, others address regional or global parameters. The enquiry into architectural research, architectural education and architectural design indicates some of the important methods and tools to address the accelerated adoption, adaption and redesign needed to create a new and better normal which embeds flexibility, adaptability and continuous learning. The papers represent brilliant investiture to address the momentous insinuations the COVID-19 condition has on the built environment.

The diversity of implications reveals potential alternative futures for urbanity and society and the associated education and practice of future built environment professions. While the contributions invite us to critically envisage possibilities for future research and collective action, critical fast-track empirical research is needed to address how health is an integral component in the production of architecture and urban environments.

The diversity, complexity, depth and breadth of the contribution convey important insights on people, health and the spatial environments that accommodate both. Trans-disciplinarity, as it relates to research and action and to the production of urban environments, is viewed as a form of learning involving co-operation among different parts of society, professionals and academia in order to meet complex challenges of society such this pandemic condition. This approach has enabled the identification of three future research areas in architecture urbanism that include implications of virus spread on urban environments, how spatial and social distancing measures and protocols are altering our understanding of spatial design.

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.