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This research aimed to define the factors that may impact the effectiveness of online architectural education during COVID-19 and to examine the degree of students' and instructors' satisfaction with these factors among Jordanian governmental universities. Further, the research examines the relationships/interrelationships between the degree of their satisfaction with these factors and the students' and instructors' age, gender, education level, home size, and family size.

Different research methods were used to achieve the research purposes, including semi-structured interviews, online questionnaires and reviewing recent literature. This research used descriptive statistics and Pearson product-moment correlation coefficient (Pearson r) to analyze the data.

This research found that online architectural education during COVID-19 was stressful. It was ineffective in teaching practical architectural courses like design and negatively affected the architectural learning process and outcomes. In contrast, the online teaching of architectural theoretical courses was reliable and convenient if the students and instructors had intentional, sufficient technological and appropriate resources. Online architectural education negatively affected the students' design ability and skills, peer review, intended learning outcomes (ILOs) achievements, the quality of feedback, workload, interaction mode, participation, collaboration, productivity and increased cheating on online exams. The home environment was unsuitable for online architectural education. Family interventions, privacy, home size and family size significantly influence online architectural education's effectiveness.

Students' and instructors' satisfaction determines the continuity of using online teaching mode, which depends on information quality, system quality, service quality, perceived ease of use, perceived usefulness, achieved intended learning outcomes, cognitive absorption, skills, motivation, engagement, implementing resources and strategies and positive emotions as hope and enjoyment. Students' and instructors' satisfaction reflects how they view their learning experience, which is crucial in assessing the effectiveness of online education quality that focuses on the context, input, process and product, which is still not clearly understood, particularly for developing countries.

This paper aims to examine how US architectural programs are addressing environmental imperatives through curricular‐based initiatives. It offers a brief overview of how environmentally conscious design education has evolved and compares curricular approaches to social, aesthetic, and technical sustainability education from six architecture programs considered to be national leaders in sustainability education.

Views from leading architectural programs on sustainable education were compiled and assessed leading to a curricular study of course and degree offerings.

It was found that four consistent approaches to undergraduate sustainable design education are being promoted: core value: all course content addresses sustainable design; systems‐focused: support courses fulfill needs for sustainable education; choice: sustainable education is through student selection of courses offerings; and specialization: sustainable education is a specialty endeavor mainly at the graduate level and in concert with centers or institutes. A new “composite” approach to sustainable design education is outlined.

Conclusions about architectural curricula were drawn from the assessment of a limited number of representative programs. The findings demonstrate that a technical‐course based approach from the specialist perspective still dominates most architecture programs.

The paper contributes to discourse on sustainability by examining how leading US architectural programs are currently addressing environmental imperatives through curricular‐based initiatives.

This paper concludes that a culturally based approach from a generalist perspective which encompasses systems knowledge and interactions among many disciplines is needed in design education.

Beyond architecture, the findings will be useful to many disciplinary domains considering the transition to a stronger, more fully integrated, environmentally focused curriculum.

The authors reflect on the academic bachelor and master programs of architecture. From the perspective of higher education policy in Flanders, Belgium, they examine the intrinsic challenges of the academic educational setting, and the way architectural education can fit in and benefit from it, without losing its specific design oriented qualities. Therefore, they unravel the process of architectural design research, as a discipline-authentic way of knowledge production, leading to the identification of a number of implicit features of an academic architectural learning environment. The disquisition is based on educational arguments pointed out by literature and theory. Furthermore, the authors analyze whether this learning environment can comply with general standards of external quality assurance and accreditation systems. Doing so, they reveal the Achilles’ heel of architectural education: the incompatibility of the design jury with formalized assessment frameworks. Finally, the authors conclude with an advocacy for academic freedom. To assure the quality of academic architectural programs, it is necessary that universities maintain a critical attitude towards standardized policy frameworks.

While the COVID-19 outbreak affects all aspects of life in the world, there is also a global impact in the field of education. Within the scope of the measures to control the epidemic, distance education was started shortly after the starting of the spring semester in all primary and secondary schools and universities. In this process, architectural design courses, which are one of the most fundamental courses of architectural education, started to be held in online studios. The purpose of this paper is to investigate the evaluations of architecture students about the online design studio courses carried out during the COVID-19 outbreak.

This research used a qualitative approach to evaluate the ideas of first, second, third and fourth grade students of architectural design studios in the host university. A questionnaire was directed to students in order to see their opinions about the online design studio education.

Results shows that students think the most prominent benefit of online studios appears in the use of digital tools. Another important result is that if they are equipped with the necessary tools and given the chance to realize themselves, students can work efficiently even in the distance education process.

This study is important in terms of learning the expectations of students from the online process and to identify important issues that should be considered for the next semesters. In addition, this study will serve as a basis for comparative evaluation of architectural education during and after the epidemic. In this context, the study will shed light on future academic research.

In recent years there has been growing focus on the innovative and profit generating value of design thinking in a businesses. This attention is also reflected in business education. The basic thesis is that design thinking is particular relavant to entrepreneurship education. The purpose of this paper is to propose a teaching model, named the DesUni model. The model suggests a novel design-oriented approach to entrepreneurship education.

This paper relies on the interfaces between the literatures on entrepreneurship education and design thinking. From reviewing and synthesizing these literatures new insights are offered into how to develop entrepreneurship education through design thinking.

The DesUni teaching model offers a significant shift in paradigm changing the traditional didactic assumptions of entrepreneurship education. It involves a change in curriculum, teaching methods, use of knowledge, teaching style, teacher-student relations, culture, habitat and assessment.

The DesUni teaching model offers a unique way to form an entrepreneurship curriculum. This curriculum bridges the discovering of the present with what might be in the future along with that students are collaborating with different stakeholders.

The purpose of this paper is to address the interface between design education and business start‐up in the designer fashion industry (DFI) and provide a new framework for reflecting on ways to improve design education and graduates’ business start‐up preparedness.

This interpretive study employed semi‐structured interviews to collect nascent fashion designers’ enterprise development narratives and tertiary educators’ views on how they prepare designers for the challenges of the DFI.

While design and production skills studied in design education are valuable, it was found that work placements are particularly important resources for aspiring fashion business owners because they provide “education in enterprise” and the sort of social capital required for business success. The research produced a framework for reflecting on and refining the fit between design education and the practice of enterprise development in the DFI that incorporates considerations of the creativity‐business tension and designer's enterprise orientations.

The findings suggest there is a need to create more intersections between fashion design and entrepreneurship education and to incorporate more education for and in enterprise. They also suggest there is value in encouraging students to select design education that fits their enterprise orientation and any skill deficits associated with this orientation.

The paper makes a valuable contribution to both the higher education and entrepreneurship literatures by presenting an original model for conceptualising the way design education can interface with business start‐up to develop industry‐appropriate social capital and sound business practices.

Since architectural design studio education has critical importance on the students' knowledge, skills, and awareness of sustainability, this study presents a point of view about relations between architectural education and social, economic, environmental sustainability perception of students within the scope of design studios. The primary purpose is to investigate the role of design studio education in the context of sustainability.

In the study, the Department of Architecture in Middle East Technical University (METU) was selected as a case study. The impact of design studio education on the understanding of sustainability of architecture students was investigated by conducting a survey with students and in depth-interviews with volunteer lecturers. In quantitative research after formulating four hypotheses, the questionnaire was carried out with 237 architecture students from different years. Then by using the thematic analysis method, the qualitative part of the study was conducted with 11 lecturers.

Findings reveal that the design studio education and theoretical lectures on sustainability are effective in improving students' sustainability understanding.

Architectural education supports the students about comprehensive understanding and knowledge of national and global issues. This article conducted a case study to investigate the impact of the design studio on the perception of sustainability. Data were collected from architecture students and volunteer lecturers of METU between November 2018 and February 2019. The research is original examining the importance of architectural studio education in the development of knowledge, skills, and awareness of sustainability.

After more than four decades of its beginnings, Computer Aided Architectural Design (CAAD) has already reached a level of maturity in both the education and the profession. There is an ever-growing amount of literature on the subject; however, relatively few studies have taken a systematic approach to analyze CAAD education. Moreover, design institutions often view CAAD merely as a technical issue ignoring socio-cultural and theoretical aspects. In order to alleviate these problems, this paper presents a structured analysis of CAAD education based on Prof. Necdet Teymur's theory of architectural education. Prof. Teymur claims that the components of architectural education should be studied in terms of objectives (why), contents (what), methodology (how) and management (who) along with four different knowledge and disciplinary levels (viewpoints); namely, sociological, ideological, epistemological, and pedagogical. In this paper, current issues of CAAD education are addressed within this framework and several proposals are presented.

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.

The purpose of the paper is to advance the understanding of the role design education plays in sustainable development. It presents a capacity building framework that can be accommodated in various levels of design curriculum development. The framework allows for a macro-view on the key clusters of competencies for ecodesign while allowing for alignment with quantitative and qualitative approaches to evaluation and assessment. The proposed framework does not intend to be universally prescriptive, and it should provide a context for the development bespoke educational programmes and activities.

The research utilises a variety of data sources and methods to provide answers to the research questions. Empirical data were collected through the course of a two-year programme of capacity building with design educators in Wales. This two-year programme incorporated a series of workshops and scoping discussions with teaching staff. Additional data were collected through a literature review and best practice scanning. Thus, the research did not follow a linear process. Instead, it was performed according to an iterative process, evolved by interaction between a theoretical foundation (capacity building, ecodesign education) and empirical material (workshops, literature review).

Design education may need to situate itself away from the traditional art or engineering setting to facilitate greater interdisciplinary learning. This repositioning of design education will allow for multidisciplinary relationships with other schools and communities such as social science, business or planning. There will be a role for the promotion of international design institutes that provide a more concentrated experience of the value of design and design education.

This paper sought to explore the context of capacity for sustainable development as it relates to design education. It briefly highlighted some gaps in the literature on capacity building for ecodesign education along with proposing a conceptual framework of key competencies. The intention is to initiate a discussion on the means by which these can be integrated into mainstream design education, lifelong learning and entrepreneurship training.

There is no similar framework presented in the literature. Much of the research originates from original research conducted with four universities in a unique programme of capacity building. The paper provides the basis for deeper insights into the interdisciplinary perspectives required. This is something the authors hope to report on this year.