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The literature review explores how multidisciplinary approaches based on critical pedagogy and participatory research can provide frameworks for equitable partnerships and genuine participation in educational design and research practices. Additionally, the essay aims to expand understandings of equitable engagement within educational research and design based on principles from critical pedagogy.

The essay draws from diverse literature in the learning sciences, health informatics, industrial design, disability studies, ethnic studies, rehabilitation science, and to a lesser extent HCI research to understand how critical pedagogy and participatory research methods can provide useful frameworks for disabled peoples' equitable engagement and genuine participation in educational research and design. The literature reviewed in the paper concern topics such as participatory approaches to community development with disabled adults, the implementation of university-initiated community partnerships, participatory research with students and disabled people, and the importance of culturally-responsive research practices. The design literature in this review explores various arenas such as the co-design of assistive technologies with disabled children and adults and the design of curricula for students with and without disabilities. This review focuses on research practices that engender disabled peoples' participation in educational research and design, with focus on developing multidisciplinary frameworks for such research.

The literature review concludes that participatory research methods and critical pedagogy provide useful frameworks for disabled peoples’ participation in educational design and research practices. Critical pedagogy and participatory design allow for the genuine participation of disabled people in the research process.

Emphases on collaboration and collective knowledge-building in social transformation are present in scholarship concerning critical pedagogy, participatory research, and disability studies. However, these connections have been routinely underexplored in the literature. This paper aims to underscore these integral connections as a means to build solidarity between disabled and other marginalized people.

The connections between participatory research methods, critical pedagogy, and disability studies have been previously underexplored. The literature review proposes a combined approach, which has the potential to radically transform multiple realms of research beyond the learning and information sciences.

This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs.

Interview transcripts from seven students were analyzed thematically for conceptions of making and learning. Lesson plans were also coded for elements of making, and the authors compared students’ articulated ideas about making with the practical implementation of making in their designs.

Students reflected on the nature of making and the possible benefits and tensions surrounding the use of making for learning. Multiple students discussed benefits for their future learning and careers. Comparisons between interview and lesson plans highlight both successful alignments and key gaps in the application of making principles, including struggles that students encountered when translating their beliefs about making into real-world pedagogy.

Given the limited sample size, future research should explore the extent to which educators in other contexts encounter similar or different obstacles in their development of maker-focused pedagogies.

Findings can be used to inform future maker education courses to better support students in successfully translating core principles of making from general beliefs into effective and practical pedagogical strategies.

Despite widespread interest in combining making with educational spaces, much remains to be understood about the strategies that educators use to integrate elements of making into their pedagogy. This study contributes discussions of the benefits and tensions that maker educators may encounter when blending tenets of making with the needs of formal education.

The purpose of this paper is to test a studio pedagogy that originates from an experiment of a collaborative design studio held between two departments of Architecture, as a useful way for students to learn mutually. Meanwhile, it aims to capture the effectiveness, efficiency and impacts of this collaboration.

This paper presents a qualitative research study to observe the role of collaborative design studio in the pedagogical structure of architectural education. It combines the conventional studio with live projects as a unique pedagogy within the studio of Architectural Design-I (AD-I). Primary data collected using open-ended questionnaires from students and focal studio tutors at both architecture departments generated results.

Built on the analyses of the questionnaires, this paper answers the research questions based on the collaborative studio pedagogy for the course of AD-I and reports on lessons learnt from this collaborative experience. It proves that students can successfully work collaboratively and build confidence in their own abilities to solve a challenge and achieve a common goal through practical experience as well.

This research used a qualitative approach to evaluate the perspectives of 81 students and 6 tutors within a specific pedagogical approach. Given the small sample size and delimitation of the one-course approach, findings from this study are not generalizable to a broader population. Furthermore, a longer duration is needed to address collaborative learning challenges. Nevertheless, it provides valuable data for future studies and also offers pedagogical options for other schools to consider implementing and studying.

The collaborative pedagogical approach experimented in this study was the first initiative of its kind in Karachi, between a younger institution, AED-SSUET and a more established one which was DAP-NED. A four-week collaborative design studio exercise of AD-I engaging third-semester students of AED-SSUET[1] and DAP-NED[2] was a hybrid approach that combined conventional design studio with live project to promote a novel and effective collaborative learning method. In the process, students were encouraged to interact competitively with peers, facilitated by rigorous engagement of focal design tutors from both Architecture departments. It also influenced the active participation of experts from the industry and Architecture community and was exclusively designed to eliminate the pairing up of a single tutor with one student each. The students at AED-SSUET were also able to build a 1:1 scale project with an allocated budget and time-frame constraints.

In the wake of the Egyptian revolution, the role of the youth and their sense of belonging, the level of their understanding and responsibility have all been reevaluated in the society at large. It was a general belief that the youth were disconnected from the surrounding political events, their living environment, their history and any consideration of the future. The revolution challenged many of these convictions and this resonated in educational institutions. This paper presents a design studio experiment where students were given an area at the heart of the city, which carries historical significance, both in terms of events and its built environment. The area witnessed drastic change over the years, transforming it from elegance to chaos, where listed buildings have come to decay, occupied by ill uses. The area rarely attracts the youth who instead are attracted to emerging hubs in the city.

The paper explores an important pedagogical query; the capacity of the design studio to reinforce issues of identity, sense of ownership and belonging. It also raises questions of the role of the teaching staff in fostering cultural responsibility. Literature strongly recommends relating academic scope to the students’ surroundings and environment and for topics to be discussed in an integrated manner. It also suggests that the studio offers the ideal setting for integrating knowledge; where synthesis and application, reflection and action take place and where a student’s architectural identities develop. Less is mentioned in literature of a student’s cultural identity and sense of belonging.

Through a project in 2012, the students were divided into groups tackling four main aspects for a given location (the social, economic, physical and environmental aspects), then discussed and debated among themselves, facilitated by the tutors, in an active learning environment. Students collected their data using surveys, interviews, observations and document analysis which informed their design of a master plan and single buildings in the area. A critical pedagogy was adopted in the studio, encouraging students to think critically about the area reflecting on experiences and social contexts in which they are embedded. The studio experience was assessed using focus groups, interviews and individual project content analysis at two stages over the students’ final year. Assessing the learning experience over a long term, clarified the changes that occurred to the students’ vision towards the issues and problems that their design projects dealt with as well as their affiliation with the historic area. Results have implications both to the quest of identity and to the methods used to support a critical pedagogy.

Challenge-based learning (CBL) has gained acceptance as a contemporary and progressive teaching pedagogy that provides a holistic and inclusive experience to learners in higher education (HE) institutions. However, its lack of appeal to non-STEM subjects and the need for further development, particularly concerning improved approaches, have been recognized. It seems that CBL runs the risk of becoming a portmanteau pedagogy that blends aspects of problem-based learning, project-based learning, and situated learning, as opposed to its development as an effective pedagogy tool. This points to a lack of a formal implementation framework, code of practice, and standard procedures for its delivery. We argue that blending a design thinking (DT) pedagogy with CBL can potentially provide the stability that CBL currently lacks. At the same time, it also presents a more inclusive proposition to potential non-STEM audiences. Thus, in this chapter, we seek to interrogate the intersectionality between CBL and DT literature in the context of HE teaching and learning with a view of establishing CBL as a pedagogy in its own right. We attempt to achieve this by systematically analyzing the separate literature to reveal the synergies and common touchpoints.

The Covid-19 crisis has inflicted a disruptive impact on the conventional institutional format of architecture studio pedagogy. As a result, there is a critical suddenness for an alternative approach to ensure continuity. The research pursues is to pursue a multidisciplinary study with a focus on the following domains: architecture, the science of learning and e-learning architecture. Inference from the study would become the basis for a theoretical proposition for improvement of the existing pedagogical framework. Moreover, the literature would add valuable insights to the knowledge base.

An exploratory research approach is used for this study. The inquiry-based approach enlightens on the role of the architect in society. Also, the nature of architectural design education that existed prior to the Covid-19 outbreak is examined. Further, the paper explores the impact of the paradigm shift from institutional mode to e-learning mode overnight. Purposefully multi-disciplinary studies are pursued to develop a broad understanding of the associated domains. This could effectively contribute to developing an effective pedagogical framework. This would facilitate the conduct of architecture studio discourse in a structured manner during the current scenario.

The confluence approach – a theoretical proposition for effective structuring of architecture studio pedagogy has evolved as part of the research. Further, the proposed virtual learning pyramid enlightens on the drive to continue on with augmentation of students existing creative acumen. Which is one of the universally sought-after goals of studio pedagogy even during times of uncertainties.

Pedagogues would find the study very meaningful for the conduct of architecture design studio in e-learning mode. They would also acquire a broad understanding of factors to be considered. The research would pave way for future studies in this area from a multi-disciplinary perspective.

The current Covid-19 crisis deters architecture studio discourse from being conducted in an accustomed institutional format. Therefore, it becomes important for institutions to ensure continuity of architectural education with the help of new measures. In concurrence, the research envisions an alternative approach: virtual design studio using e-learning mode. This would ensure continuity of architectural education even when the instructor and students are separated in either time or place.

The study presents a unique contribution to the limited literature available on architecture studio pedagogy during the e-learning scenario.

The purpose of this paper is to determine the influence of the COVID-19 pandemic on architecture education during the lockdown in Saudi Arabia, as well as the new normal that has emerged. This indicates the potential to develop frameworks and strategies for adapting architectural pedagogy modes to unexpected situations.

This study is based on qualitative research with phenomenological aspects, focusing on a phenomenon experienced by a group of people involved in a Bachelor of Architecture degree program. This paper uses data collected from a literature study, as well as interviews conducted at the College of Engineering and Islamic Architecture of Umm Al-Qura University in Saudi Arabia; the data sources include tutors, students and recent graduates with common teaching and learning experiences in design studios.

The study shows the feasibility of conducting part of the design course in a distance mode and the rest as on-campus attendance, to ensure effectiveness and to produce quality architectural designs with maximum detail. However, research reveals that both students and educators need greater awareness of the self-learning process.

The research value lies in exploring how the imposition of a distance architecture design studio due to the COVID-19 lockdown has potentially established a new pedagogical model for teaching architecture design studio.

A common way for academic libraries to support student success is through partnership with writing centers. Practices such as applying service design thinking to develop and inform integrated library and writing center services can lead to a student-focused space. This chapter outlines how service design, studio pedagogy, and peer learning informed the setup and ongoing services in The Undergrad Research and Writing Studio (URWS or, the Studio), a shared space in the Oregon State University Libraries. The URWS model is grounded in studio pedagogy, which employs a “propose-critique-iterate” approach to student writing development (Brocato, 2009). Research and writing consultants assist student writers when they have a question, mirroring libraries’ point of need service approach. Librarians and studio faculty collaborated on the training curriculum, which emphasizes how research and writing are intertwined processes. Peer consultant reflection and assessment inform the ongoing development of the overarching program, service, space, and training, ensuring alignment with the ethos of centering students and their learning.

The purpose of this study is to highlight the benefits and challenges of immersive, design thinking and community-engaged pedagogies for supporting social innovation within higher education; assess the impact of such approaches across stakeholder groups through long-term retrospective analysis of transdisciplinary and cross-stakeholder work; offer an approach to ecosystems design and analysis that accounts for complex system dynamics in higher education partnerships.

This study uses constructivist grounded theory (Charmaz and Belgrave, 2012) to create a long-term systemic analysis of university innovation efforts. Researchers analysed 37 semi-structured interviews across key stakeholders involved in the design and implementation of the Design Thinking Studio in Social Innovation. Interview subjects include alumni (students), faculty, community partners and administrators. Interviews were coded using constant comparative coding (Mills et al., 2006) to develop and analyse themes. This study includes situated perspectives from the authors who offer their subjective relationship to the Studio’s development.

This paper assesses the outcomes and design of a transdisciplinary cross-stakeholder social innovation program and extends prior research on the potential and challenges of design thinking and immersive pedagogies for supporting service-learning and community engagement (SLCE) practices within higher education. Qualitative interview results reveal how time, resources and other structural and systemic factors operate across stakeholder groups. The findings address a gap in SLCE and social innovation literature by situating community learning within pedagogical interventions constructed not only for the benefit of students but for community members. The authors conclude that the research on social innovation in higher education could benefit from a more intentional examination of longitudinal effects of innovative pedagogical environments across a broad range of stakeholder perspectives and contexts.

This paper identifies how innovative higher education programs are forced to navigate structural, epistemological and ethical quandaries when engaging in community-involved work. Sustainable innovation requires such programs to work within institutional structures while simultaneously disrupting entrenched structures, practices, and processes within the system.

Social innovation in higher education could benefit from harnessing lessons from collective impact and ecosystem design frameworks. In addition, the authors argue higher education institutions should commit to studying longitudinal effects of innovative pedagogical environments across multiple stakeholder perspectives and contexts. This study closes these gaps by advancing an ecosystems model for long-term and longitudinal assessment that captures the impact of such approaches across stakeholder groups and developing an approach to designing and assessing community-involved collaborative learning ecosystems (CiCLE).

The purpose of this paper is to present design principles for holistic design of online degree programmes (ODPs) in higher education (HE). The study adds to previous research on online programme design by examining how the digital competence and pedagogical strategy of a HE organisation can inform holistic ODP design.

This paper presents a case study placed in the context of a Finnish applied HE organisation. Design-based research (DBR) process is used to create holistic design principles for new ODPs. Theoretical framework for the study is digitally competent organisation (Kampylis et al., 2015) and pedagogical strategy is innovation pedagogy (Kettunen et al., 2013).

Design principles for pedagogically informed holistic design of ODPs are presented as a three-tiered model comprising organisational, pedagogical and ODP layers. Each layer includes various principles for holistic design to integrate an organisation's pedagogical strategy in a digitally competent context to create quality ODPs.

The paper presents a case study from a HE organisation in Finland, but results are applicable to a wider global audience.

As a contribution to practitioners, this paper presents a three-tiered holistic design of ODP in HE organisation, where the design principles are categorised in organisational, pedagogical and ODP design layers. In addition, suggestions to managers, instructional designers and educators are made for the holistic design of ODPs.

Building the sense of community in ODPs and offering continuous support in pedagogy and technology are valuable for the well-being of the staff, students and the wider society.

The paper draws relationships between holistic design of ODPs, digital competence and pedagogical strategy. The paper provides managerial and operational viewpoints to managers, administrators and educators of HE organisations that plan to create new ODPs with a holistic focus on the educational organisation, its pedagogical strategy and digital competence. Recommendations for further development, possible applications and research of ODP education are made.