A design studio experience: impacts of social sustainability

Abstract

Purpose Sustainability, especially in terms of development and growth, has been in the agenda of the world community for several decades. However, apparently not all the aspects of sustainability are given equal importance. Ecologic and economic components of sustainability have been in the focal point of many theoretical and practical works, as the social aspect has been mostly left out of emphasis. The purpose of this paper is to examine the social aspects of sustainability and its relation to architecture, with respect to the strong connection between the society and the built environment. Design/methodology/approach The core of the paper consists of a case study conducted at a design studio course for third-year architecture students whereas the outcomes of the student works on the design problem are evaluated as examples for design approaches to reflect the effects of the built environment on social sustainability. The case study is supported with a literature review and examination of existing approaches to similar subjects regarding social sustainability. Findings The findings resulted in a better understanding of social sustainability in architectural education which is reflected on the built environment through several architectural strategies. Originality/value This paper contributes to the literature by providing a holistic understanding of sustainability including its social aspects and creating an awareness for the importance of social sustainability in architectural education.

A mixed methods study of architectural education during the initial COVID-19 lockdown: student experiences in design studio and technology courses

“…As a testament to such merits, specifically in domains of architectural education and pedagogy, similar mixed-methods approaches to the one utilized in this research are increasingly being used (e.g. Salama, 2010; Ceylan and Soygenis, 2019; Qureshi, 2019; Megahed et al. , 2019; Saghafi, 2020; Kavakoglu et al.…”

“…As a testament to such merits, specifically in domains of architectural education and pedagogy, similar mixed-methods approaches to the one utilized in this research are increasingly being used (e.g. Salama, 2010;Ceylan and Soygenis, 2019;Qureshi, 2019;Megahed et al, 2019;Saghafi, 2020;Kavakoglu et al, 2021;Ilerisoy et al, 2021 to cite a few) to address "topical concerns that pertain to the goals, objectives, outcomes, structures and contents, as well as the instructional characteristics and delivery and assessment methods and techniques required for responsive and responsible architectural education" (Salama, 2019).…”

Knowledge spaces in architecture and urbanism – a preliminary five-year chronicle

“…Ceylan and Soygenis (2019) examine the social aspects of sustainability by articulating a case study in the context of Istanbul, Turkey, where the outcome of the student work is evaluated to reflect the effects of the built environment on social sustainability. Examining the wisdom of design-build projects in schools of architecture in Canada and the United States (Verderber, 2021), offers a post-occupancy evaluation approach to develop learnings from the experience of design-build projects.…”

Adapting sustainability and energy efficiency principles to architectural education: A conceptual model proposal for the design studio sequence

“…Accordingly, sustainability principles need to be implemented into the architectural education curriculum as fundamental elements. The concerns about sustainability of the built environment and the sustainability of the society are important aspects of architectural education [15]. However, this is a complex process, including theory and practice-based interdisciplinary knowledge [10].…”