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This research purpose was to explore the meaning of historicism, architectural historicism, the architectural attributes, design principles, elements and ornamentations of churches in medieval Western architecture, and how they were reflected in contemporary churches' design in Jordan.

This research used the historical descriptive–interpretive qualitative research method. Around 24 Western medieval churches were selected, studied and analyzed to explore the common design attributes of each historical era. The design attributes of each era were segmented under three categories: Design principles (plans' typology, facades, shapes, details, composition and building form), design elements (openings, towers and entrances) and ornamentation (sculptures, paintings and interior decoration). Additionally, three modern Jordanian churches were analyzed using the same method to compare with the historical churches through personal observations, field trips, researchers' memories, site visits, archival records, plans, images, books, slides, details and note-making. Different types of evidence were used, such as determinate, contextual and inferential. In addition, different tactics for analysis were used in analyzing the historical churches: site familiarity, use of existing documents, virtual and visual inspection and comparison with conditions elsewhere. Credibility was achieved when the results were reviewed and compared with the original and similar information.

Early Christian design principles, elements and ornamentations were reflected in Jordanian churches more than in Byzantine, Renaissance, Romanesque and Gothic. The design principles of Western medieval architecture were reflected in the selected Jordanian churches more than in ornamentation and design elements. Moreover, this research found that the highest reflection of Western medieval architecture on Jordanian churches was in designing the plans, which is a basilica with a central nave and aisles followed by opening styles, façade, shapes, entrances design, composition, painting and the minimum reflection was in sculptures. Additionally, there was no reflection on tower design and interior decoration.

This research encourages architects to enhance architectural historicism by focusing on historical styles in contemporary designs and using design elements, principles and decorations of historical styles in medieval architecture to enrich the variety and originality of architectural design and create new modern stylistic architecture. Architectural historicism increases historical self-awareness and helps a generation of architects to answer the question: In what style should be built.

Learning the design principles, not copying the past, is becoming a trend for most architects. Architectural historicism introduces new temporal elements, gives a new meaning and primary function to architecture to become socio-temporal and contextual contrast and reflects the essential points of references of the past through design methodology to express the present. The advantage of this research is to put an end to architects' role in syncretism and subjectivism. Instead, historicism architects equipped with the necessary knowledge and supported by the published research and inventors of historical architecture, can choose, imitate, adapt, borrow and use the correct historical forms that originated in a given period.

Few resources exist to incorporate principles of modular approach to course design. This research aimed to help instructors by presenting principles for practical and empirically informed modular course design in engineering education.

In the first phase, a systematic literature review was completed to identify categories addressing a modular course design. Search and screening procedures resulted in 33 qualifying articles describing the development of a modular course. In the second phase, 6 expert interviews were conducted to elaborate on the identified categories.

Guided by the interview results and the ADDIE (Analyze, Design, Develop, Implement, and Evaluate) course design model, the categories were compiled into six design principles. To present the design principles in relation to the guiding principles of modular approach, an overarching conceptual model was developed.

Here, we present our innovation; a foundation for an evidence-based systematic approach to modular course design. Implications have value for supporting flexibility and autonomy in learning.

Circular economy (CE) is guided by principles, the key being the R-framework. All R-frameworks have a hierarchy. Although several studies have prioritized these principles, there is still an urgent call for country-specific prioritization. This study prioritized circular economy (CE) principles among Ghana's built environment (BE) professionals.

An explanatory sequential mixed methods approach was adopted. Six principles of CE were identified through a review of related literature and incorporated into a questionnaire. In total, 162 questionnaire responses were received. The quantitative data were analyzed through descriptive and inferential analyses. The data were further validated via semi-structured interviews with eight interviewees of different professional backgrounds in the BE.

The findings revealed that BE professionals in Ghana highly perceived CE principles as important. The findings further revealed the order of prioritization of the CE principles as follows: (1) recycle, (2) reuse, (3) repair/remanufacture, (4) renewable energy usage, (5) redesign and (6) reduce. To further elaborate on these prioritized principles via the qualitative phase, the interviewees agreed to and confirmed the importance of the identified principles through their verbatim comments.

Although there is a growing interest in research regarding CE in the Ghanaian construction industry, its principles have yet to be prioritized and ranked by professionals in the Ghanaian construction industry. This study unearths why, in terms of prioritization of the CE principles, the construction industry in Ghana does not follow the well-known hierarchy (i.e. reduce, reuse and recycle) in the order of high to low level of circularity.

Design for maintainability (DfM) is a construction technique that links maintenance objectives with the design process. Adopting DfM within the construction industry is a solution that can make the maintenance of buildings cost-efficient and simpler. This study investigates the level of implementation of DfM among design professionals in the Ghanaian construction industry (GCI).

The data from design professionals comprising architects and civil/structural engineers were collected via a questionnaire survey. The data obtained were analyzed using descriptive and inferential statistical tests.

The findings revealed a high level of engagement of design professionals in DfM practices in the Ghanaian construction sector. This high level of engagement is credited to the high level of awareness of the concept of DfM among design professionals, the level of education of design professionals, experience in professional roles and familiarity with the principles of DfM.

This study offers information and fresh perspectives on how cutting-edge DfM principles are practiced in the GCI. The study raises awareness and the level of DfM implementation among design professionals in the GCI. It offers information on how the application of DfM principles enhances cost-effective maintenance that allows facilities to stand the test of time and prove more relevant for users. The understanding and application of DfM in different countries are important if such concepts are to take deep root in the global built environment sector.

The lack of conceptual approaches for organizing and expressing capabilities, usage and impact of intelligent machines (IMs) in work settings is an obstacle to moving beyond isolated case examples, domain-specific studies, 2 × 2 frameworks and expert opinion in discussions of IMs and work. This paper's purpose is to illuminate many issues that often are not addressed directly in research, practice or punditry related to IMs. It pursues that purpose by presenting an integrated approach for identifying and organizing important aspects of analysis and evaluation related to IMs in work settings. 

This paper integrates previously published ideas related to work systems (WSs), smart devices and systems, facets of work, roles and responsibilities of information systems, interactions between people and machines and a range of criteria for evaluating system performance.

Eight principles outline a straightforward and flexible approach for analyzing and evaluating IMs and the WSs that use them. Those principles are based on the above ideas.

This paper provides a novel approach for identifying design choices for situated use of IMs. The breadth, depth and integration of this approach address a gap in existing literature, which rarely aspires to this paper’s thoroughness in combining ideas that support the description, analysis, design and evaluation of situated uses of IMs.

Sustainable design is a new paradigm to localize sustainable development. The Union Internationale des Architectes (UIA) prepared guidelines for architectural projects to contribute to the Sustainable Development Goals (SDGs). Using the theory of change, the Department of Architecture at Menofia University set the 2023 graduation project to explore the possibility of adopting sustainable design principles and integrating SDGs into architectural education. The paper documents and evaluates the experiment to drive best practices and lessons learned.

The paper utilized a mixed design strategy utilizing qualitative and quantitative techniques. It gathered data from various sources, including a student questionnaire and unstructured interviews with external examiners. Data analysis included frequency distribution and sentiment, content and thematic analyses. Triangulation is applied, combining data, investigator and methodological triangulation to enhance the paper’s validity.

Integrating SDGs into the 2023 graduation project contributed to students’ understanding of sustainable urban development. Students demonstrated varying receptiveness to guidelines, focusing mainly on the SDGs (1-5, 7, 8, 10 and 11). Gender equality and economic empowerment struck a chord with the mostly female students, acknowledging that securing well-paying jobs is a way to escape the cycle of poverty. Challenges included limited resources and time constraints, a scarcity of Arabic reading materials and misunderstandings among students and staff, thus prompting collaborative efforts beyond standard studio hours. Despite challenges, the initiative contributes to sustainable urban development, providing valuable lessons learned and insights.

Integrating sustainable design principles into architectural education is doable but involves a complex process requiring careful preparation. The value lies in the tangible impact on sustainable urban development, emphasizing the importance of incorporating sustainable development concepts throughout the architectural curriculum. The authors advocate for increased awareness and education among stakeholders and suggest areas for future research by exploring a broader implementation and assessing the long-term effects on students’ mindsets and practices. Sustainable development is a means toward community prosperity, and the inquiry highlights the collective responsibility of scholars, practitioners and students in shaping a better future.

The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.

Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.

The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.

This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.

These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.

Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.

There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.

This paper aims to identify and evaluate resolutions to key learning and teaching challenges in very large courses that involve practical mathematics, such as foundational finance.

A design-based research approach is used across three semesters to iteratively identify practical problems within the course and then develop and evaluate resolutions to these problems. Data are collected from both students and teachers and analysed using a mixed-method approach.

The results indicate that key learning and teaching challenges in large foundational finance courses can be mitigated through appropriate consistency of learning materials; check-your-understanding interactive online content targeting foundational concepts in the early weeks; connection points between students and the coordinator to increase teacher presence; a sustained focus on supporting student achievement within assessments; and signposting relevance of content for the broader program and professional settings. Multiple design iterations using a co-design approach were beneficial to incrementally improve the course and consider multiple perspectives within the design process.

This paper develops a set of design principles to provide guidance to other practitioners who seek to improve their own courses.

The use of design-based research and mixed-method approaches that consider both student and teacher perspectives to examine the design of very large, foundational finance courses is novel.

There is increasing interest in the UK in developing environments that support people who are neurodiverse. This paper aims to report on a project to develop a cognitively supportive environmental assessment tool to improve the design of health centres, where the majority of National Health Service consultations take place, for all users, including people living with dementia and those who are neurodiverse.

A three-stage process was used: a literature review; the development of a matrix of key design features for people living with dementia, autism and other neurodiverse conditions; and the development of an environmental assessment tool and guide for users, which included easy-to-read versions to maximise service user involvement.

The overarching concepts of dementia-friendly design can be adapted to create designs for everyone, including those who are neurodiverse.

There is a paucity of research in environmental design for primary care from the patient’s perspective, and, more generally, further research on design for adults with learning disabilities and autism is needed.

The tools are free to download. With adaptation, they have potential applicability across health and care settings.

This project has confirmed that the principles of dementia-friendly design are applicable, with modifications, to a wider group of neurodiverse people. Critically, each person’s response to sensory stimuli is individual rather than determined by their condition.

This paper aims to explore how the scientific literature and company reports have addressed inclusive workplace design and strategies to date.

This paper adopts a scoping review to answer the following question: To what extent is inclusion present in workplace design and related strategies? An analysis of 27 scientific papers and 25 corporate social responsibility reports of the highest-ranked companies in the Great Place to Work global ranking disentangles the main aspects related to workplace design and strategies for promoting inclusion.

This paper opens avenues for four macro-categories of diversity (psycho-physical aspects; cultural aspects; socio-economic conditions; and ability, experience and strengths) to support the development of inclusive workplace design and strategy. Besides, multiple spatial scales emerged as material and immaterial elements of the workplace encountering inclusion and diversity.

Nowadays, the workforce is becoming more diverse. Although diversity, equity and inclusion (DE&I) has become key to many organizations, it remains unclear how DE&I principles are applied in workspace design and strategies. This scoping review provides a novel perspective on the topic by integrating scientific knowledge and practice-based approaches which still address this matter independently.