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As is well known, architectural design pedagogy persistently demands to look outside the classroom for real-world problems to deal with, and exemplary solutions to learn from. Studio-based learning alternately takes place between indoor and outdoor environments as well as built and natural environments. Especially the use of outdoor workspaces where students may generate and test their design proposals strengthens the case for a better understanding of human habitability and environmental sustainability. Nonetheless, outdoor activities are traditionally confined to on-site information gathering, whereas design and evaluation processes are carried out indoors simply as a desk-bound activity. In these cases, the empirical evidence to back up the problem modeling and the design decisions made inside the studio classroom is missing. In mainstream architecture education, indoor and outdoor learning experiences are operationally dissociated. The intent to create real outdoor studio classrooms not only opens a new research field in learning space design, but new challenges to the studio-based learning culture. We expose a few exemplary cases from an ongoing series of trials, started in 1999 by the Department of Architecture at the Universidad Técnica Federico Santa María, to assess the effective integration of outdoor learning environments with our local studio-based learning culture.

We present ten patterns and design examples in this paper, revealing some of the most relevant trends in educational design, drawn from our research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have completed a series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. Charter schools are public schools of choice in the United States that receive more administrative and pedagogical autonomy and flexibility than district schools in exchange for meeting the performance goals specified in each school's charter. Charter schools often have innovative curriculum, challenging traditional education methods and facility design. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.

The search for luxurious hospitality experiences increasingly coincides with the imperative to mitigate negative impacts in the pursuit of greater sustainability. This is a task often understood as being complex particularly in the context of luxury hospitality which often resonates with conspicuous consumption. This chapter uses a case study approach to analyze the complex relationship between luxury tourism and sustainability. The study focuses on the development of “luxury” from a materialistic perspective toward an experience economy and relates this to the concept of sustainability and agreements relevant to the tourism industry. The environmental impact of luxury hospitality is then discussed. The case study on properties in Costa Rica, South Africa, the Maldives, Vietnam, and French Polynesia focuses on philosophy, facilities, energy and waste consumption, food and beverage, conservational and educational activities, and alignment to the United Nations Sustainable Development Goals (UN SDGs). The focus is on the properties and shows limitations in that it is not applicable to the whole tourist journey and experience. All properties understand luxury as based on experiences and involvement in nature. Measures to mitigate environmental impact and foster conservational and educational activities are mainstream practices. Comparing the cases with academic literature on luxury, sustainability, ecotourism, and environmental policies underline that sustainability-driven luxury hospitality shows valuable steps toward a more sustainable product but is ultimately faced with the dilemma of taking into consideration and ultimately mitigating the impacts of the entire travel value chain.

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 purpose of this paper is to explore how consumers perceive, experience and engage with the art of filmmaking and the industrial film production process that the film studios present to them during their guided film studio tours.

Drawing on the author’s own film tourist experiences, observations and participatory interactions with fellow visitors at a major Hollywood film studio, this paper takes an autoethnographic “I’m-the-camera”-perspective and a hermeneutic data analysis approach.

The findings reveal that visitors experience the “authentic” representation of the working studio’s industrial film production process as an opportunity and “invitation to join” a broader filmmaker community and to share their own amateur filmmaking experiences with fellow visitors and professionals – just to discover eventually that the perceived community is actually the real “simulacrum”.

Although using an autoethnographic approach means that the breadth of collected data is limited, the gain in depth of insights allows for a deeper understanding of the actual visitor experience.

The findings encourage film studio executives, managers and talent agents to reconsider current practices and motivations in delivering film studio tours and to explore avenues for harnessing their strategic potential.

Contrary to previous studies that have conceptualised film studio tours as simulacra that deny consumers a genuine access to the backstage, the findings of this study suggest that the real simulacrum is actually the film tourists’ “experienced feeling” of having joined and being part of a filmmaker community, which raises question regarding the study of virtual communities.

Providing veterans diagnosed with post‐traumatic stress disorder (PTSD), their families, and staff opportunities to experience physical and mental restoration in outdoor environments designed based on evidence is important. The purpose of this paper is to explore the relationship between evidence‐based collaborative design of outdoor environments and their potential capacity to contribute to a veteran's journey to wellness.

There is no existing precedent in the peer‐reviewed literature linking positive health outcomes associated with outdoor environments to veterans with PTSD. This review of the literature is conceptualized as a means to extrapolate these benefits to this unique population.

Access to nature improves physiological and psychological health outcomes. A collaborative design approach ensures that design outcomes meet specific populations' needs.

Many service‐members are reluctant to seek traditional treatments for PTSD, fearing threat to future military service and limited available resources. Alternative treatments, access to sensitively designed outdoor environments and/or a re‐examination of traditional treatments and the environments in which they are provided supports best practice approaches to ameliorating the debilitating effects of this disorder.

An integrated design approach blending the skills of landscape architecture and occupational therapy is key to achieve design outcomes that support the healing process to meet the needs of this vulnerable population.

An inter and/or trans‐disciplinary team approach to design and programming of outdoor environments for veterans with PTSD blends landscape architecture with occupational therapy to ensure both form and function are achieved, thus positing positive health outcomes.

The school environment affects children's health, emotions and learning. The good design of school buildings makes these places more pleasant and more functional. Children's views are important and need to be more effectively integrated in the school design project, especially after the pandemic as many schools had to re-design their spaces. However, there are challenges for academics, designers and policymakers in determining which methods are appropriate for listening to children's views and ensuring their effective participation. The study aims to evaluate the different ways in which children could get involved in designing schools, and to identify spatial design trends from the perspective of the children.

For this study, qualitative and quantitative research methods were used. Various data collection techniques were drawings, model making and questionnaires. The empirical study was undertaken by 120 children (8–10 years old), who designed three spaces in two Primary Schools in England.

This paper discusses the change in use of spaces for current and future (post-COVID) school design and the need for multi-purpose spaces that can flip form one to another. The findings highlight the importance of involving children in the school design process that could then inform the decision-making processes of architects and designers. The findings would have implications for school design practice, demonstrating how research can be embedded in primary schools to evaluate the quality of indoor and outdoor spaces.

More research focusing on diverse spaces, various age groups and in different primary schools would provide reliable and age-appropriate guideline for future school design. It is recommended to gather children's and teachers' views related to the changes that primary schools in the UK have applied in response to the pandemic since June 2020 to assess the impact of social distancing in various indoor and outdoor spaces.

The study is a response to effective involvement of children in school design process as the main user. By identifying appropriate methods to gather children's views, the gap between academics, designers and policymakers can be bridged, especially for innovative post-COVID design of primary schools with radical changes. The study also highlights children's views for design of outdoor and indoor multi-functional spaces and suggests some post-pandemic design considerations to respond to children's preferences as well as their health and well-being.

Photographs are primary source documents that, like manuscripts and printed documents, carry layers of embedded information. As an example of a research strategy that can be used to study the time, place, and context of the development of early photographic businesses in America, a project to research and geo-reference the early photographic studios in New York City using information culled from imprints, census records, city directories, and other period sources is described. This case study example will focus on analyzing photographs and photographers operating in New York City and Brooklyn from the birth of popular photography in the 1840s to ca 1870s, and what researchers can learn about the development of the urban environments during this era. The study will provide an example of a research trajectory, brief background on the processes and early photographic business development, and note some of the research challenges that arise using historic photographs to study urban environments.

This study examines the benefits and potential applications of integrating augmented reality (AR) technology into landscape design education to create a more rewarding educational environment that provides an interesting learning atmosphere and deepens students' knowledge of the landscape design process.

Experimental method was conducted on the fourth-year architecture students at Port Said University. The experiment went through the following steps: a mobile-based AR application was designed, some exercises were developed and the students performed them using the application, and a questionnaire was formulated and distributed to the students to examine their feedback on integrating AR into the course.

The success of the experiment was evaluated based on the students' progress, tracked by the instructor, in the exercises and their feedback acquired from the questionnaire. The study found that the integration of AR with traditional teaching methods is perceived as being useful and having a positive impact on landscape design education.

Lessons learned from this study can help architectural educators in planning to use AR in their curricula to enrich architectural education.

Whether in school buildings or university campuses the educational process involves many activities that include knowledge acquisition and assimilation, testing students' motivation and academic performance, and faculty and teachers' productivity. The way in which we approach the planning, design, and our overall perception of learning environments makes powerful statements about how we view education; how educational buildings are designed tells us much about how teaching and learning activities occur. Concomitantly, how these activities are accommodated in a responsive educational environment is a critical issue that deserves special attention. While it was said several decades ago that a good teacher can teach anywhere, a growing body of knowledge-derived from knowledge on “evidence-based design” suggests a direct correlation between the physical aspects of the learning environment, teaching processes, and learning outcomes. In its commitment to introduce timely and pressing issues on built environment research, Open House International presents this special edition to debate and reflect on current discourses on sustainable learning environments.