Collaborative Learning Experiences in a Changing Environment: Innovative Educational Approaches in Architecture

Abstract

The sense of uncertainty and fragility due to the effects and magnitude of global challenges we are facing (from the circumstances of the pandemic to the impacts of climate change) requires—much more than in the past—the capacity to generate a visionary and forefront design approach in the young generation, with an aim to stimulate their reaction attitude rather than providing consolidated tools from past conditions that no longer exist or will rapidly evolve. Within this general framework, we have investigated the effectiveness and impacts of experienced-based methods of learning and innovative educational tools in architecture that are aimed at shaping expertise that addresses the aspects of environment and climate change in the context of socio-cultural dynamics, real potentialities and constraints, and their transdisciplinary trajectories. We analyzed five international pioneering teaching experiences that provided the opportunity to understand the outcomes of collaborative and experiential learning processes by which the educational activities leverage dialogue between diverse communities (including academia, citizens, policymakers, and practitioners). The study outcomes show that shifting the pedagogical paradigm towards experience-based models can improve the awareness of future practitioners for the climate implications of architectural design, implement their analysis and project skills, and trigger processes of knowledge transfer and co-production at the community level. Experience-based models also allow them to better address the societal and cultural issues involved in decision making.

Leading ethical leaders : higher education institutions, business schools and the sustainable development goals

“…We also concur with Altomonte et al ( 2012) that we should be working towards a curriculum "that fully endorses and promotes the ethical values of sustainability, and motivates students towards responsible practices (and that has) sustainability literacy as a 'core competence '" (2012, 24, 20) and we agree with Antonini et al (2021) that we require "the capacity to generate a visionary and forefront design approach in the young generation, with an aim to stimulate their reaction attitude rather than providing consolidated tools from past conditions that no longer exist or will rapidly evolve" (2021,2).…”

“…In architectural education there is widespread acknowledgement and awareness that all aspects of sustainability should be addressed in the architectural curriculum (Antonini et al, 2021). This section of the chapter aims to give a broad overview of the approach of architectural schools as a representation of the global position.…”

Fostering Critical Collaborative Thinking through Digital Platform: An Empirical Study on Interdisciplinary Design Project

“…Architectural collaborative pedagogy was investigated and implemented following the increased requirements of soft skills in the AEC industries [17][18][19]. As architecture required the involvement of many people, potential practical graduates were likely to collaborate with a wide range of professionals.…”

Pedagogical shifts and multi-institutional and interdisciplinary partnerships during the COVID Era to address climate challenges and enable community engagement

“…The context that students are now required to understand has expanded, and course development, research, and pedagogy must reflect this shift. In a recent article, Antonini et al (2021), put forward an argument for experience-based models for architecture teaching experiences to better prepare students to engage in real-world climate challenges in their future professions.…”