Effects of the COVID-19 pandemic on architectural education: bibliometric and content analyses

Abstract

PurposeThe impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.Design/methodology/approachSystematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.FindingsThe challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.Research limitations/implicationsThe study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.Originality/valueThis paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.

Modeling the Critical Factors Affecting the Success of Online Architectural Education to Enhance Educational Sustainability

“…However, there is ongoing debate regarding integrating technology-based methods into AE, particularly concerning the organization and characteristics of course designs [2]. Indeed, while high levels of information and communication technologies (ICT) and digital learning tools have been effectively adopted in theoretical courses, challenges have arisen in implementing these tools in practical courses, where hands-on experience and physical engagement are integral to the learning process [5].…”

“…Typically, the educational process in AE involves teaching problem-solving skills and identifying the problems themselves [5]. Thus, the collaborative nature of AE fosters the generation of creative and innovative solutions to various challenges.…”

“…Consequently, all educational institutions swiftly transitioned to online mode to ensure the sustainable provision of education. However, this shift profoundly impacted the education system, emerging as one of the sectors hardest hit by the pandemic [5], affecting all education stakeholders due to the disruption of traditional learning methods.…”

Worldwide Trending of Research in Architecture Education: A Bibliometric Analysis in Two Decades

“…Furthermore, attributes such as the scienti c collaboration of authors, counties, and organisations and the most frequently used words, author keywords, co-occurrence, and network of authors' keywords were analysed. Moreover, Metinal and Gumusburun [5] also initiated a study of bibliometric and content analysis of the effect of the COVID-19 pandemic on architectural education by examining 30 publications from the WoS database by focusing on publications by country, publications per document source, most cited publications and research methods, publication per author and co-authorship network and co-occurrence keyword analysis. Despite the substantial body of research and publications in the eld of architecture education, there are only a few attempts to collect statistics on the worldwide scienti c research output of architecture education studies.…”

Feeling WELL: COVID-19 and the Adoption of Wellness Themes in Interior Design Curricula

“…Other stressors—consistent with previous virus outbreak research—included frustration, boredom, insufficient supplies, inadequate information, and negative stigmatization (Brooks et al, 2020). Within education, the pandemic accelerated difficult technological change, promoted new but long-lasting ways of working and learning, and produced sustainable modes of blended learning (Antunes & Barreto, 2022; Metinal & Ayalp, 2022; Ulusoy, 2023).…”