This study presents a teaching/learning framework based on parallels between problem-based learning (PBL), constructivist pedagogy, and design, which enables students to learn technical courses in a way that promotes sustainable and self-directed learning. The study used qualitative content analysis of literature surveyed from scientific databases to determine thematic codes and find the relations. The theoretical framework was implemented in a case study conducted in a second-year course in building construction technology at Tishk International University, Sulaimaniya, Iraq. The results indicate that solving ill-defined problems increased student enjoyment in learning various subjects through several teaching methods including self-directed learning. The instructor’s role is to facilitate learning rather than to provide knowledge by showing the solutions. This stimulates the students’ curiosity toward understanding problems and approaching solutions through a game-based scheme. The suggested framework can be a guide for instructors teaching technical courses of any kind. This method equips students with technical knowledge that benefits them in their studies and their professional lives after graduation, as they can integrate both their design and technical knowledge.

Teaching design through learning by doing is still the dominant form of architectural education as it is believed that the skills, the language and the approach to problems of design can be learned more effectively through direct experience rather than through other means. That is why architecture students have to repeat design studio courses until they reach a certain level of experience. Design, especially the work done in design studios, has many similarities with play. Generally the subjects are imaginary. The designs are presented using models trying to simulate real-life situations. And it has some fixed rules. Actually there is very little difference between a girl playing with a doll, a boy with toy trucks and an architecture student working on a design project. All of them deal with simulations, role-playing, preparing themselves for real-life situations. We have observed that students learn more about design when they approach it in a playful manner. When they do this they also enjoy what they do. But this kind of education needs planning and preparation if it is going to yield good results. This article attempts to discuss about the benefits of planning a design studio as a kind of play activity by giving some examples from our experiments and observations we have been conducting at our university.

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The conflictions between homogeneity and universal values suggested by Modernism and traditional values resulted in a variety of ideas generated as a search for authenticity all over the world. Iran is known as one of the countries which imported the modern ideas directly to a society, which was still living with and respecting the traditional values. This challenge between the two seemingly conflicting poles of tradition and modernism resulted in three periods in the history of contemporary Iranian architecture. Now, it seems that Iranian architecture has entered to a new period regarding the interpretation of authenticity. Since novelty and relation with the past are known as the main indicators of the concept of authenticity, in this research it is tried to explore the ideas of seven pioneers of the new generation of architects in Iran around these concepts. These architects are amongst the most well-known young architects of Iran who have won more than 3 prizes in Memar (Architect) competition which is the most prestigious architectural competition in the country. To find out the interpretation of these architects about the concept of authenticity, inclusive interviews have been realized with these architects. Then, using recursive abstraction method, it is tried to find out the main points in definition of the concept of authenticity by each architect. In addition, some of the completed projects of theses architects have been visited and analyzed to find out the reflection of their ideas related to authenticity in their projects.