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The aim of this article is to develop an architectural pedagogy for the Anthropocene. The author reflect on a project within a postgraduate architectural theory module to address the following questions: How can architectural pedagogy articulate critical modes of production that contribute to quality education in the time of the Anthropocene? What are the ideas, values and practices needed?

The method employed is close reading of texts focussed on three areas: critical theory and pedagogy, political theory and the Anthropocene, and architectural theory and typological urbanism. These theoretical narratives are placed in dialogue with a reflection on a design research pedagogical project. The theoretical narratives and design research project seek to articulate the multidimensionality of critical education. The methodology enacted in the paper performs the pedagogy of the classroom.

The study yields compelling conclusions regarding the potential for rethinking the idea of typology under the pressure of the Anthropocene and of critical pedagogy combined with design research to take positions on urgent political and social matters. The author concludes with a toolkit of concepts, values and knowledge practices.

At a time when disciplines tend towards discrete specialisation, while the need for knowledge production is ever more transdisciplinary, this paper develops inventive techniques and conceptual frameworks for supporting approaches where different fields and ideas make contact as a collective task in the era of the Anthropocene. It updates theories of typology to address contemporary pressures.

This study aims to show that human resource development (HRD) criteria have a significant role on the quality of building projects.

It is worth mentioning that the present research is a survey in terms of practical purpose and in terms of data collection. In this regard, first, review of the related literature and then the HRD criteria were identified and initial questionnaire was developed after interviews with connoisseurs and approved them. The questionnaire consists of three main criteria and 21 subcriteria that have been distributed among 50 experts. The statistical population of the research includes project managers of grade 1 building companies. Data were processed by SPSS software tests.

Findings showed that all three main criteria of HRD, including training, motivation and participation have a direct and positive effect on the quality index, but the effectiveness of the training criterion is more than motivation and participation. In other words, the desired quality cannot be achieved only by training employees, and with it, a sense of motivation and participation of employees must be aroused.

Most researchers believe that achieving good quality in construction projects depends on the performance of human resources, so the development of human resources in the construction industry is very important.