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The terms cyprus, conflict, crisis and war have been almost inextricably intertwined throughout the history of this Mediterranean island. The education system played an important role socially and school buildings played an important role visually first in the dissemination of nationalism when the ethno-nationalist movements within the turkish and greek-cypriot communities increased dramatically under British colonial rule (1878-1960), and later in the dissemination of internationalism in the mid-twentieth century. Despite the increased conflict and nationalism, which was reflected by neo-greek architectural elements, the striking impact of the international style turned school buildings into representations of the communities' attitudes towards modernism. By the mid-1940s these attitudes towards modernism also served as a latent way for communities' identity struggles and for the sovereignty of each community to exist. After world war ii the style embodied by many school buildings conveyed science-based modern thought; modernization attempts for political, economic and social reforms; and the strong commitment of the first modernist cypriot architects to the spirit of the time and the philosophy of the modern. Under this scope, postwar school buildings in cyprus are identified as unique artifacts transformed from an ‘ethnicity-based' image into an ‘environment-based' form that is more associated with the modernization, decolonization and nation-building processes from which local nuances of mainstream modernism emerged. At this point the modernization process of the state, identity struggles of the communities and architects' modernist attempts could be interpreted as providing a fertile ground for new social and architectural experiments, and could answer questions about how postwar school architecture managed to avoid reference to historical, ethnic and religious identities when there was an intentional exacerbation of hostility between the two ethnic communities and about school buildings predominantly followed principles of the international style even though both the greek and turkish-cypriot education systems were instrumental in strengthening local nationalisms and even ethnic tensions.

Technology development quality in architectural design is affected by the quality of the process and factors used to develop it. The purpose of this study is to investigate the factors for effective enhancement (EE) of technologies in design process improvement (DPI).

Major databases have been explored to identify a list of factors affecting technology development in DPI because of the main elements of architecture design education. Then, a survey-based empirical study has been done in two high-rank architecture schools (one in a developing country and one in a developed country), during the years 2015–2018. Data have been collected from analyzing the design process, design reviews, design team viewpoints, researchers' observations and organizations' features about the development of production, conceptualization and communication technologies in DPI initiatives. Both quantitative and qualitative approaches have been utilized to provide deep contextual data.

Comparative analysis of the groups showed that high levels of EE of technologies lead to high levels of DPI, and these are because of the positive performance of conceptualization, communication and production technologies.

Comparing two groups, the category of design process and the factors related to the design stages of ask, imagine and improve approved to be the right factors to use technologies in more effective ways. Efficiency in collecting information and doing research, efficiency in developing solutions, efficiency in communicating results, team processes and organization communications have been rated top most effective factors based upon overall categories.

This study aims to explore the need for space (demand) and the provision thereof (supply) in the Faculty of Architecture building at Thammasat University Rangsit campus using variables from the designing an accommodation strategy (DAS) framework; these variables are incorporated to test and improve the framework. Another purpose is to examine the planning and development of the faculty building to understand its strategy, which serves as a means to contribute to the planning and development theory.

A case study of the Faculty of Architecture building was conducted at Thammasat University in Thailand. The DAS framework was used to reconstruct and examine the development process of the building to determine the gaps between supply and demand in terms of building space, to reflect on the building plan and process and to make suggestions as to how the DAS framework might be improved. Research methods included interviews and document analysis concerning space requirements and provision in the Faculty of Architecture building.

The gaps between supply and demand in terms of the faculty building space are affected by the condition of the building (i.e. building obsolescence), the number of building users and the changing environmental context. This study shows that both pre-design and post-occupancy evaluation are essential to collect data concerning the match or mismatch between supply and demand of space and to assess users’ needs and preferences concerning the faculty building. Regarding the building development process, factors impacting the step-by-step planning of the real estate interventions include the organisational context (public/private sector) and the management of the construction project (time, cost, quality). The DAS framework is found to be useful for structuring the information-generating processes necessary to determine gaps between demand and supply in terms of space and for making decisions regarding real estate interventions.

Additional case studies in different environmental and organisational contexts are required to test the DAS framework and improve data validity. This study was conducted during the COVID-19 pandemic period, which affected data accessibility.

The results provide insight into the influence of various factors on the decision of corporate real estate. The DAS framework can be used to explore the range of demand for and supply of space and to find an optimal match.

This paper shows valuable steps in planning and development of educational real estate and a first application of the DAS framework in Thailand. The findings confirm the importance of the physical learning environment of architecture schools, particularly the studio spaces required in architecture education.

The purpose of this paper is to examine the design of state school buildings in Australia from the 1880s to the 1980s to establish common threads or similar concerns evident in their architecture at a national level.

The researcher compiled a significant data set of hundreds of state schools, derived from government, professional and other publications, archival searches and site visits. Standard analytical methods in architectural research are employed, including stylistic and morphological analysis, to read the designs for meaning and intent.

The data set was interrogated to draw out major themes in school design, the identification of which form the basis of the paper's argument. Four major themes, identifiable at a national level, are identified: school as house; school as civic; school as factory; and school as town. Each theme reflects a different chronological period, being approximately 1900-1920, 1920-1940, 1940-1960 and 1960-1980. The themes reflect the changing representation of aspiration for the school child and their engagement with wider society through the architecture of the school.

The paper considers, for the first time, the concerns of educational architecture over time in Australia on a consciously national, rather than state, level.

Taking Community Design Centers (CDC) in the USA as case studies, the purpose of this paper is to investigate the impact of a type of service learning increasingly found in colleges of architecture. Typically, the CDC is a model of architecture's civic engagement that makes claims to “give back” to under-served communities and enhance student learning with applied architectural design work.

This project is part of a long-term engagement as participant observer and ethnographer in the field of architecture. Fieldwork in this investigation is presented as four case studies in separate and specific contexts.

Initial findings suggest there are conflicting intentions and aspirations at work through service learning in architecture and its implementation calls into question who or what is served. The author argues architecture's epistemology, pedagogical structure, and ideology precludes effective civic engagement.

The value of this research is the understanding of how those with power and resources are able to frame their work in low-income communities as service, even though there is little of worth given. It also demonstrates how stratification is reinforced through institutional arrangements in the USA.

The aim of this study is to present design tactics (DTs) for supporting the adaptability of existing primary and middle school buildings into the emerging needs of coronavirus disease 2019 (COVID-19). The study introduces a novel algorithmic model for postoccupancy evaluation of the existing school buildings and provides solutions to enhance the adaptability of these buildings.

This study employs the DTs defined by the authors, integration of DTs to the algorithmic model and tests the usability of the proposed model in the selected sample set. The sample set consists of four primary and middle school buildings with different architectural qualities. The degrees of flexibility of the existing sample set are evaluated depending on the outcomes of the implementation.

The degrees of flexibility are achieved as a result of execution of the algorithmic model for each selected school building. Initial results of the case studies show that the flexibility of a school building is highly related to affordances and design decisions of the plan layout which were considered in the initial phases of the design process. Architectural qualities such as open plan and having sufficient voids in the interior and exterior space become prominent factors for ensuring flexibility.

Developing a systematic approach to the adaptation problem of primary and middle school buildings to postpandemic reuse is a novel research topic. Apart from this contextual originality, the proposed taxonomy for postpandemic reuse in terms of three levels of adaptation is a new conceptual framework. Moreover, the proposed algorithmic model itself can be considered as an original contribution, as well as a merge of qualitative values such as adaptation and flexibility with an algorithmic model.

The increasing global concerns about the environmental degradation and climate changes oblige architecture students to apply sustainable design approaches in their studio projects. Therefore, renewable energy raises the expectation of providing sustainable solutions for their architectural design proposals. This paper aims to investigate the learning of students in knowledge, awareness and applicability on sustainability during their first three years of the part 1 architecture programme. Surveys were conducted on 500 students from eight architecture schools from the local universities, two architecture schools from the polytechnic colleges and three architectural schools from the overseas universities. These survey results from 335 respondents confirmed that the learning on sustainability through self (51.6%), peer (48.6%) and design studio lecturers (37.0%). These results confirmed also that most respondents did rely on pre-design assessments to develop sustainable design strategies in their final architectural design proposals. These results concluded that the perception of architecture students on learning sustainability is based mainly on other sources. These findings provide knowledge for educationists and practitioners towards the planning of architecture curriculum and the implementation of pedagogical approach in sustainability. This paper determines the most important source of learning on sustainability knowledge for students in the pedagogy at university level.

This paper aims to position the evidence in the history of architectural education, which has contributed to the development of architecture as a discipline. The paper focusses on the transformational stages of architectural education through history. It builds on considering its evolution from informal stages towards formal educational discipline and then standardization as a curriculum-based model in contemporary times.

The research adopts a qualitative approach focussing on epistemological interpretations through triangulation. The qualitative data includes two main categories; first, historical research and second, interviews and focussed group discussions. It then adopts the triangulation method for the analysis of data. The exploration positions historical pieces of evidence encompassing important factors involved in the process that directed the changes while suggesting the modes of training of architects. The interviews and focus groups provide a valuable addition to historical data for connecting it to contemporary times. Significant modes examined include master pupil, apprenticeship and curriculum-based model, in addition to several fundamental skill sets such as drawing, painting and sculptures that remained constant in this process.

The historical pieces of evidence inform that architectural education has been inclusive and considerate towards cultural concerns throughout its developmental stages untill the currently adopted curriculum-based model. It concludes that the development of architecture as a discipline in formal education has been influenced by methods of disseminating knowledge, contents incorporated for teaching architecture, deliberate inclusion of relevant knowledge areas such as arts and cultural integrations of societies.

This research is limited to a structured study to explore and position pieces of evidence in the history of architectural education considering its methods and contents. While it signifies the role of culturally sensitive contents in the architectural curricula, the scope of this research is not to focus on the development of any new theory, model or postulate regarding the inclusion of some specific contents. The implications of this research aspire to the best use of methods and contents deeply rooted in the development of the discipline, of architectural curricula in the future. It suggests the negation of possible overlooking of such content in curricula.

The study signifies the core argument of the relevance of architectural education to social and cultural concerns as an important facet in the developmental stages in the history of the discipline. The exploration of pieces of evidence is significantly important to avoid the inadvertent overlooking of the culturally sensitive content in architectural education in the future development of architectural curricula that were included purposefully.

This paper aims seeks to reflect on the transition of a school of architecture to incorporate sustainability principles as a core part of its undergraduate (Part I) programme. The paper offers a brief overview of the processes undertaken and outcomes of this to an integrated problem-based learning approach and with sustainability at its core changing both knowledge content and pedagogical approaches.

Reflecting on the transition to a sustainability-based curriculum, this paper makes use of a mixed methods approach incorporating a review of literature on sustainability in architectural education, pedagogical approaches and epistemology, as well as educational issues in sub-Saharan Africa. The main study made use of an ethnographic approach, including document analysis, interviews, observations and one-on-one informal interactions with students, faculty and alumni.

While the transition to a sustainability-based curriculum was achieved, with integrated studio courses at second- and third-year levels, this did not come without challenges. Divided opinions of formal education, linked to preconceived ideas of what constituted architectural education led to some resistance from students and professionals. Nevertheless, the programme serves as testament to what is achievable and provides some lessons to schools seeking to transition programmes in the future.

The paper contributes to discourses on sustainability in architectural education, examining the transition taken by an architectural programme to incorporate sustainability as a core part of its curriculum. The outcomes of this process provide advice that could be useful to schools of architecture seeking to integrate sustainability into their programmes.

As the first architecture programme in East Africa to integrate sustainability principles into its programme, this study provides an insight into the processes, experiences and outcomes of this transition. This reflective engagement highlights value of an enabling environment in any transitional process.

The purpose of this paper is to examine how Catholic district offices support school leaders’ instructional leadership practices at times of major reform.

The paper employs the theory of practice architectures as a lens through which to examine local site-based responses to system-wide reforms in two Australian Catholic secondary schools and their district offices. Data collection for these parallel case studies included semi-structured interviews, focus groups, teaching observations, classroom walkthroughs and coaching conversations.

Findings suggest that in the New South Wales case, arrangements of language and specialist discourses associated with a school improvement agenda were reinforced by district office imperatives. These imperatives made possible new kinds of know-how, ways of working and relating to district office, teachers and students when it came to instructional leading. In the Queensland case, the district office facilitated instructional leadership practices that actively sought and valued practitioners’ input and professional judgment.

The research focussed on two case studies of district offices supporting school leaders’ instructional leadership practices at times of major reform. The findings are not generalizable.

Practically, the studies suggest that for excellent pedagogical practice to be embedded and sustained over time, district offices need to work with principals to foster communicative spaces that promote explicit dialogue between teachers and leaders’ interpretive categories.

The paper contends that responding to the diversity of secondary school sites requires district office practices that reject a one size fits all formulas. Instead, district offices must foster site-based education development.

The paper adopts a practice theory approach to its study of district support for instructional leader’ practices. A practice approach rejects a one size fits all approach to educational change. Instead, it focusses on understanding how particular practices come to be in specific sites, and what kinds of conditions make their emergence possible. As such, it leads the authors to consider whether and how different practices such as district practices of educational reforming or principals’ instructional leading might be transformed, or conducted otherwise, under other conditions of possibility.