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Providing improved access to nature within educational settings can promote stronger child–nature connections and is conditional on making evidence-based decisions for the planning, design and refurbishment of school architecture. The study offers insight into ways of reconnecting children with nature by examining the distribution and classification of diverse natural elements for enhancing children's visual and non-visual experiences of educational environments.

This study combines quantitative and qualitative analysis of data gathered through measurement and observation at three schools in Glasgow, with a total of 75 students, to identify key issues influencing child–nature multi-sensorial connections within indoor and outdoor environments and on building envelopes and layouts. It applies children's open-questions and diagrams to investigate children's discovery of nature, their feelings around natural attributes and their environmental preferences within school contexts.

This study's findings reveal that architectural features and landscape settings have significant influence on the quantitative and qualitative degrees of children's natural exploration through visual and non-visual sensorial modalities and environmental preferences.

The limitations of this study are that the data was gathered in the Spring season and with different groups of children from The Glasgow Academy who received the same educational curriculum. Thus, there is a need for further investigation on children's experiences of nature based on temporal and contextual differences, and varying educational-socio-cultural and economic factors.

The findings suggest that applications of natural diversity, accessible and flexible pathways and indoor natural settings, are potential approaches to connect children with nature within their study and play environments.

The authors provide a deeper understanding of how nature-based settings, including indoor and outdoor environments, constructively benefit children's multi-sensorial experiences, knowledge and biophilic feelings toward nature.

City planning and construction have embraced circular economy principles, converting them into various indicators. Particularly in the European context, the question “what architecture for circularity?” is answered with policies focusing on techniques, materials and disassembling construction. This paper analyzes a new approach to sustainable design and explores the concept of Km0 architecture. The objective is to demonstrate the design strategies of a contemporary architecture based on local resources and knowledge, an architecture that works with the shortest possible loop in circularity, i.e. with the cycle that consumes the least amount of energy.

The paper presents two ways of understanding sustainability in architecture: the first as a result of policies and the second associated with the design and innovative-based New European Bauhaus initiative. Within the scope of this last understanding, the authors analyze three cases on the Spanish Mediterranean coast that have recently received media attention and prominence. The selection responds to a specific climate adaption through a certain typological and functional diversity of the works.

The studied cases exhibit a more equitable and cost-effective circularity based on the time factor, have long life-cycle designs and serve as repositories of cultural identity. Km0 architecture reduces emissions using local resources and mitigates environmental conditions by combining traditional and modern design strategies.

This paper fulfills an identified need to study the local understandings of the built environment that would ensure a more fair and inclusive European green transformation.

This research seeks to provide methodological bases for the identification, documentation and critical reflection of good practices of architectural design in built heritage. These are applied explicitly to the School of Porto architects, which express a high sense of pedagogy and community practice in this field. The methodological approach defines the selection criteria for a georeferenced inventory and the procedures for in-depth analysis of adaptive reuse strategies.

The works included in the inventory were selected according to geographical, chronological, typological, qualitative and quantitative criteria. The cases chosen for in-depth analysis have been studied along four thematic axes to dissect all the intervention processes (previous state, design/construction and final state). This approach is supported by a cross-analysis of different sources (oral, written, graphic) and using drawing as a fundamental research tool.

The research has collected and disseminated up to 150 works by 44 architects, providing a comprehensive portrait of heritage intervention by the School of Porto over the past decades. The selection of 22 buildings for in-depth documentation reveals a particular sensibility toward the cultural values through a case-by-case approach based in deep knowledge of the preexisting context and the introduction of contemporary additions in continuity and harmonious relation with the environmental and sociocultural context.

This work provides a novel methodology suitable for further extension and adaptation to other case studies, as a first contribution to a more comprehensive “Atlas of Architectural Design in Built Heritage” with European case studies. The research aims to introduce new and deeper perspectives on reference works that may constitute pedagogy for the future practice of architects within contextual, inclusive and sustainable approaches.

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.

Algorithmic and computational thinking are necessary skills for designers in an increasingly digital world. Parametric design, a method to construct designs based on algorithmic logic and rules, has become widely used in architecture practice and incorporated in the curricula of architecture schools. However, there are few studies proposing strategies for teaching parametric design into architecture students, tackling software literacy while promoting the development of algorithmic thinking.

A descriptive study and a prescriptive study are conducted. The descriptive study reviews the literature on parametric design education. The prescriptive study is centered on proposing the incomplete recipe as instructional material and a new approach to teaching parametric design.

The literature on parametric design education has mostly focused on curricular discussions, descriptions of case studies or studio-long approaches; day-to-day instructional methods, however, are rarely discussed. A pedagogical strategy to teach parametric design is introduced: the incomplete recipe. The instructional method proposed provides students with incomplete recipes for parametric scripts that are increasingly pared down as the students become expert users.

The article contributes to the existing literature by proposing the incomplete recipe as a strategy for teaching parametric design. The recipe as a pedagogical tool provides a means for both software skill acquisition and the development of algorithmic thinking.

Retrofitting and rehabilitation are part of the conservation approach in Heritage Building Conservation Guideline 2016 in Malaysia. Heritage buildings can be retrofitted to preserve their culture and history while being given a new lease. Rehabilitation is a preservation requirement that is more flexible since it assumes that the structure has already deteriorated to the point where repairs are required to prevent further deterioration. Although the strategies of these two approaches are different, their combination resulted in sustainable heritage building maintenance. This long-term maintenance strategy is necessary, especially for Malaysia's numerous heritage schools, which have serious maintenance problems as a result of infrequent maintenance, repairs, and funding shortages.

This study involved secondary data from an intensive literature review along with a comparative study from articles review and context analysis. A comparative study was conducted to determine the typical issue with heritage school buildings and the best maintenance practice for these structures. Finally, it involved a SWOT analysis study of retrofitting and rehabilitating heritage school buildings will be discussed in this study as well.

The findings of this study will focus on developing a strategic planning framework and maintenance for heritage school buildings in Malaysia to achieve sustainable maintenance. It will also highlight sustainable maintenance best practices for heritage school buildings in Malaysia. Finally, SWOT analysis will go over the pros and cons of retrofitting and rehabilitation for these buildings.

This paper put forward the requirements of strategic planning in heritage school buildings and outlines the significance of sustainable maintenance for educational buildings. It is an alternative for cost savings that has not been extensively investigated in previous studies.

This paper aims to contribute to the pedagogical field of architectural education by conceptualizing autobiographical spatial narratives as possible radical resources and avenues for participation. It seeks to advance a critical approach to the dominant canon of course contents and hidden local dynamics of exclusion and discrimination in architectural education.

The methodology is based on conceptual and critical analyses of feminist, postcolonial and radical architectural pedagogies, relating those with broader feminist pedagogies that question exclusion and discrimination mechanisms from the perspective of the radicality of emotions. As a second step, three experiments intentionally designed in academic courses to open space for autobiographical spatial narratives are analysed to extend the theoretical discussion into the specific local dynamics of exclusion and discrimination that have largely been ignored to date in Turkey.

Different pedagogical approaches and self-experiments have revealed that autobiographical spatial narratives are a type of resource that accommodates students' diverse spatial experiences including forcible displacement. Sharing that multiplicity creates opportunities for participation in the classroom and studio where different individualities, backgrounds and identities are made visible. These potential resources and participation are open to emotions and affects, are collective and transformative and, therefore, are radical.

Although research on architectural pedagogies is still limited, the current literature is constantly being empowered by new studies from various geographies and localities. The present study may facilitate future comparative readings and further research on radical architectural pedagogies, particularly within the Global South, where complex local dynamics might share commonalities dominated by the Western canon. It may also open new discussions on discrimination and the exclusion of silenced individuals in architectural education in Turkey and elsewhere. In the scope of this paper, however, the practical experiences and observations based on two years in architectural education may be too limited for a comprehensive analysis of the applications of autobiographical spatial narratives.

This paper offers novel strategies for creating inclusive, intersectional and decolonized perspectives for knowledge production and more equal spaces in architectural education.

The aim of this research is to understand the relationship between cultural buildings, economic powers and social justice and equality in architecture and how this relationship has evolved over the last hundred years. This research seeks to identify architectural and urban elements that enhance social justice and equality to inform architectural and urban designs and public policies.

The author explores the relationship between case studies of museums, cultural centers and libraries, and economic powers between 1920 and 2020 in Stockholm, Sweden. The author conducts a historical analysis and combines it with statistical and geographically referenced information in a Geographic Information System, archival data and in situ observations of selected buildings in the city. The author leverages the median income of household data from Statistics Sweden, with the geographical location of main public buildings and the headquarters of main companies operating in Sweden.

This analysis presents a gradual commercialization of cultural buildings in terms of location, inner layout and management, and the parallel filtering and transforming of the role of users. The author assesses how these cultural buildings gradually conformed to a system in the city and engaged with the market from a more local and national level to global networks. Findings show a cluster of large public buildings in the center of Stockholm, the largest global companies' headquarters and high-income median households. Results show that large shares of the low-income population now live far away from these buildings and the increasing commercialization of cultural space and inequalities.

This research provides a novel image of urban inequalities in Stockholm focusing on cultural buildings and their relationship with economic powers over the last hundred years. Cultural buildings could be a tool to support equality and stronger democracy beyond their primary use. Public cultural buildings offer a compromise between generating revenue for the private sector while catering to the needs and interests of large numbers of people. Therefore, policymakers should consider emphasizing the construction of more engaging public cultural buildings in more distributed locations.

Integrating and advancing social sustainability is foundational to achieving the urban sustainable development goals. Given the rapid transformation of cities in the Mediterranean region, this study sought to assess residents' evaluation of social sustainability in two socio-spatially diverse neighbourhoods of metropolitan Istanbul.

A questionnaire survey, adapted from an empirically well-tested and robust social sustainability framework, was used to collect data from 197 residents from Balat and Rasimpasa neighbourhoods in Metropolitan Istanbul. The study then employed quantitative analytical techniques such as independent sample t-tests and Pearson correlation to analyse the sample data.

In both neighbourhoods, accessibility and participation were ranked the highest and lowest dimensions of social sustainability, respectively. However, the t-test analysis revealed a statistically significant difference between the two neighbourhoods regarding social networking and interaction, safety and security and participation. The differences align with emerging studies on urban social sustainability in the Mediterranean and European cities that when considered from urban spatial contexts, significant differences emerge from a social network and safety perspective.

Our study invites urban planners and policy makers attention to and emphasise on lowly evaluated social sustainability dimensions such as participation in their efforts to promote sustainable urban development at the neighbourhood level. We reason that opening the decision-making process to include diverse voices and experiences of residents through participatory workshops might offer opportunities for context-specific, citizen-led urban planning and design strategies that are socially sustainable.

Previous studies have not fully accounted for how various socio-spatial contexts at the neighbourhood level shape differential evaluation of social sustainability. This paper extends the emerging work on urban social sustainability by situating residents’ evaluation of social sustainability indicators across two unique neighbourhoods with gridded and organic spatial characteristics in Istanbul. This paper is an important addition to ongoing work on how spatial organisation of neighbourhoods can influence experiences of social sustainability from an urban planning and design perspective.

This study aims to explore the impact of experiencing virtual reality (VR) and three-dimensional (3D) printing during the design process on the creativity of interior design students in a luminaire design project.

This study used the case-study approach within the context of a nine-week luminaire design project. Collected data included self-reported interest and engagement of students from a Qualtrics questionnaire and the ratings of their creativity via the Creative Product Semantic Scale (CPSS) with two judges.

Descriptive statistics from the Qualtrics questionnaire indicated an overall high level of student interest and engagement with the VR and 3D printing learning experience. Paired t-tests from CPSS ratings of the two judges showed a moderate increase in novelty and a significant increase in style with the introduction of VR and 3D printing technologies, respectively.

Spearman’s correlations (rho) showed no statistical evidence for the relationships between CPSS ratings for creativity and students’ self-reported interest and engagement in VR and 3D printing learning experience.

Ample access time to VR technology and sufficient control over the 3D printing process are important for effective applications of Industry 4.0 technologies in organizations.

This study dissected the confounding variables in its results as practical considerations for intergrading VR and 3D printing technologies for organizations in Industry 4.0.

This study acknowledged VR and 3D printing technologies as simulants for interest and engagement, which benefit creativity.