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This research argues that architecture knowledge is fragmented between the profession and academia as evidenced by long-standing conflicting opinions regarding desirable graduate attributes. Work-integrated learning (WIL) is one mode of education where these fragments should come together. This research seeks to address a missing part of that WIL model and understand the profession's view of what constitutes quality education as a United Nations (UN) Sustainability Development Goal (SDG).

Utilising a three round Delphi survey of the architecture profession engaged in WIL programs, this study reports on their perspectives of the key benefits and attributes of WIL and the value of WIL experiences as part of a quality higher education system.

The architecture profession confirmed the value of WIL programs as contributing to students developing an understanding of workplace culture and contexts. There was strong agreement that WIL experiences can be a valuable part of a quality education and enhance graduate employability. Challenges for practice included semester-based program timing, the length of engagement with practice and the lack of WIL program guidance by universities to prepare the profession for WIL experiences.

While WIL has been extensively researched over the last decade, it is limited in the architecture discipline. Survey findings address the research gap in understanding the architecture profession's views as a key WIL stakeholder which is important given the rapidly changing practice environments, globalisation and the increasingly transdisciplinary context.

Challenges of conducting site visit activities, a vital component of architecture learning during the recent pandemic have proved our unreadiness in facing the digital future. The lack of understanding of learning technology has affected the education experience. Thus, there is a need to investigate immersive learning technology such as immersive virtual reality (IVR) to replace students’ concrete experience in the current learning setting. This study aims to answer: (1) What is the influence of IVR in experiential learning (EL) in enhancing the personal spatial experience? (2) Does IVR in EL influence students' approach to learning during the architecture design process?

The research was conducted as an action research design approach. Action research was employed in the first-year architecture design studio by the lecturer as a practitioner-researcher. The personal spatial experience survey was performed in the earlier phase to identify the students’ prior spatial experience. Architectural Spatial Experience Simulation (ASES) a learning tool was implemented and assessed with Architecture Design Learning Assessment (ADLA) rubric, which was developed to evaluate EL and student’s approach to learning during the architecture design learning process.

The outcomes revealed that ASES as a learning tool in EL could improve the participants’ spatial experience, particularly those with minimal prior personal spatial experience. ASES was recognized to enhance the participants’ EL experience and encourage changes in student’s approach to learning from surface to deep learning.

This research benefits the architecture design learning process by offering a learning tool and a framework to resolve challenges in performing site visit activities and digital learning. It also contributes by expanding the EL theory and students’ approach to learning knowledge in the architecture education field.

This study aims to provide insight into the patterns and trends in the literature on the direction of future studio education in architecture schools, and can be useful to architecture schools, researchers and boards of studies in making decisions on how to move forward post-COVID-19.

This study conducted a thematic review (TR) from SCOPUS and WoS that discuss the direction of future architecture studio education in the post-COVID-19 era and their recommendations for how to move forward.

The final theme is feedback studies, innovation in studio teaching, and a new model for post-COVID-19 studio education.

Due to the temporal constraints of the data investigated between 2020 and 2022 based on the post-COVID period, only 13 publications were assessed based on the search strings utilized in this study, considering the decision and efforts made after COVID-19 among the participating architectural schools.

This study will prove helpful to architecture schools, studio education researchers and the architecture board of studies.

This study intends to promote blended learning and enables the student to access the materials from anywhere at any time while enjoying the benefits of face-to-face (F2F) support and instruction.

This is the first review paper for architecture studio education post-COVID-19, as well as the first to use a TR approach to analyze the available literature on the subject. The focus on the post-COVID-19 period and the use of TR allow for a comprehensive understanding of the trends and patterns in the literature on the direction of future studio education in architecture schools. Additionally, this research aligns with the United Nations Sustainable Development Goal 4 on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, as it seeks to address the challenges and opportunities presented by the pandemic to support the learning and development of architecture students.

This study explores the opportunities for a gender-inclusive architecture, engineering and construction (AEC) industry, focussing on the gap between architectural education and practice. This study focusses on three research questions: (1) What factors influence women architects' career retention and advancement in the AEC industry? How can practice outcomes be linked with educational approaches for gender inclusion in the AEC industry? (3) What critical factors can enable structural changes in architecture education, including AEC-related subjects and practice/career pathways towards gender equity?

This paper is based on a systematic literature review (SLR). The established timeframe for selecting papers in this study considered the last 20 years, as various seminal studies in feminism and gender inclusion in architecture emerged in the early 2000s through the definition of keywords used in two prestigious databases. The academic articles selected were filtered through a process of inclusion and exclusion, following criteria for suitability and relevance using a Preferred Reporting Items for Systematic Reviews (PRISMA) diagram.

This study revealed key trends in the literature review consistent with the research questions, including (1) the disproportionate struggles women face at individual, interpersonal and organisational levels and the gender-based bias from entry and progression in the AEC industry that also requires multi-level interventions; (2) traditional architecture education affects female students and educators who find networking, social capital and leadership opportunities to challenge gender-based stereotypes and promote workplace equity, and finally, (3) observe enablers for fostering equity in architecture and education, which should not be limited to policy-driven interventions but structural transformations through transparency, mentorship, leadership, awareness raising and empowerment of women and men, promoting inclusivity and gender equity in the AEC industry.

This study considers a global understanding of gender equity in the AEC industry, regional and country-specific analysis needs to be considered in future studies. The study's focus is on women’s inclusion, acknowledging the limitations of conventional binary gender concepts; future studies need to include the experiences of LGBTI + communities and other underrepresented groups. The literature review considers only academic articles; future research should also consider industry reports, government initiatives and organisational documents for a broader understanding of diversity efforts in business.

This paper observes the issues for gender-inclusive architecture within the context of a male-dominant AEC industry through linking architectural education and practice. Studies rarely focus on this link and address workplace issues. This study highlights this link and extends the discussion through the critical literature review, providing a new ground for geographic-specific or intersectional studies.

The purpose of this study is to give an informative map of sustainable architectural education by focusing on publishing trends, prominent publications, prolific contributors, research challenges and future research prospects. As a consequence, an efficient framework for collecting significant knowledge and identifying prevalent topics in sustainable architectural education towards more sustainable environments at the urban and building scales may be provided.

The methodology adopted in this study is based on examining the subjects of many consecutive rounds of the Passive and Low Energy Architecture (PLEA) conference, with an emphasis on the most recent five rounds. The PLEA's official website served as the main source for gathering all proceedings. Earlier rounds from 2016 to 2020, which cover a time span of five years, were utilized to analyze patterns during that time period. The rationale for selecting this time period was the limited availability of data required to observe the trends, area of interest and emerging themes in these fields that could be analyzed qualitatively.

The findings show that the following drive themes emerged around education and research-driven sustainable architecture: emerging design as a core idea; concentration on the way of delivering and developing education; constructing and shaping the building; assessing current practices; acquiring and recruiting knowledge and new concepts; reporting on the current condition; portraying the target audience and ensuring the long-term viability of the architectural educational process. This insight provides academics and professionals a greater grasp of the state of the art, allowing them to direct their research toward developing concerns in education and research-driven sustainable design.

The study results provide an effective framework for collecting relevant content and identifying prominent topics in sustainable, passive and passive low-energy architecture for the creation of more sustainable urban and building environments. Furthermore, this qualitative and exploratory study may serve as a framework for those researching, creating and verifying different research approaches in education and research-driven sustainable architecture.

This article proposes an architecture of an intelligent and autonomous recommendation system to be applied to any virtual learning environment, with the objective of efficiently recommending digital resources. The paper presents the architectural details of the intelligent and autonomous dimensions of the recommendation system. The paper describes a hybrid recommendation model that orchestrates and manages the available information and the specific recommendation needs, in order to determine the recommendation algorithms to be used. The hybrid model allows the integration of the approaches based on collaborative filter, content or knowledge. In the architecture, information is extracted from four sources: the context, the students, the course and the digital resources, identifying variables, such as individual learning styles, socioeconomic information, connection characteristics, location, etc. Tests were carried out for the creation of an academic course, in order to analyse the intelligent and autonomous capabilities of the architecture.

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.

Those who believe they excel at architecture or engineering education are more likely to succeed based on self-efficacy principles. To investigate educator self-efficacy and success in the Online Learning Environment (OLE), a set of relationships are observed which describe correlations between experience and potential.

An online survey instrument was distributed the fall after COVID-19 university closures. Respondents were asked to reflect on their level of experience teaching and their ability to teach online. All analyzed data were subjected to descriptive and inferential statistics using the SPSS 22.0 statistical software package. The compatibility of the variables with normal distribution was tested using the Kolmogorov–Smirnov and Shapiro–Wilk methods. Variables comparisons were performed using non-parametric tests (Kruskal Wallis test, Mann Whitney U test). The relationships between quantitative variables were examined using the Spearman Rank Correlation and comparisons formed from the qualitative variables were tested using the Pearson Chi-Square and Fisher Exact methods.

Educator self-efficacy was determined throughout the COVID-19 transition. Possessing online teaching experience is related to the perceptions that architectural education can be delivered entirely online. A relationship was found for educators who previously taught using OLE and who had experience with delivering and developing OLE.

It is incumbent on educators and administrators to continue to learn how to best accommodate student learning. The strong relationship for R1: Total teaching experience (IV) and perceptions of whether AEC education can be delivered completely online, points to having educators with a depth of experience and being open to change. The strong relationship shown for R2: Have you ever taught using an online method before January 2020 and Experience in developing online materials demonstrates that a variety of experience will also support educators in a time of change. These relationships illustrate how educator efficacy can provide support for educators during times of crisis.

U.S. Architectural and Architectural Engineering educator pandemic OLE self-efficacy has not been previously been a focus of research efforts. This research adds to the body of knowledge by demonstrating how relationships between teaching experience and OLE can encourage educator self-efficacy during a crisis. Statistical analyses found a strong relationship between total teaching experience and perceptions that AEC education can be delivered completely online. A strong relationship was found between online teaching experience and positive experiences in developing online materials.

The role of women in the architecture and design industry is aligned with Saudi Arabia’s Vision 2030, which aims to increase the participation of women in the Saudi construction sector. Saudi female graduates from architectural and design schools are currently working in most of the mega projects underway in Riyadh; however, they face certain challenges at the beginning of their working lives due to the gap between the skills acquired during an architectural and design education and those needed for employability.

This study evaluates the employability skills of Saudi female cooperative education (COOP) students and graduates from architectural schools in Riyadh. A quantitative approach is taken, and two questionnaires are administered: one for female COOP students and graduates from the college of architecture and design in one of the private universities in Riyadh and the other for employers from different architectural firms and governmental organizations in Riyadh. Descriptive and inferential statistics were used to analyze the research data.

The research findings suggest that practical experiences and on-site observation activities should be provided, and sustainability solutions and applications should be incorporated into the curriculum to bring architecture education closer to the architectural profession and highlight the role of universities in supporting graduates' skills development.

It is worth mentioning that the results of this study were based on the survey distributed to architecture and interior female students in a private university in Saudi Arabia. The number of students surveyed in this study is not large enough to generalize the survey results to the entire population of architecture and interior design students in the kingdom and in the world. The study will be extended to include more participants from male and female students in other universities in Saudi Arabia to investigate the gaps in employability skills in the field of architecture and interior design in the Kingdom.

The study has practical and policy implications for further development and upcoming challenges as the labor market seems to improve and innovate every day. The study suggests providing practical experiences and onsite observation activities and incorporating sustainability solutions and applications into the curriculum.

The originality of this study is that it focuses on the importance of some employability skills, such as research and budgeting aspects, Sustainability solutions and applications for students that have not been mentioned in the previous studies.

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.