Investigating the Factors Influencing the Quality Enhancement of Sustainable Architectural Design Education at the Undergraduate Level of Architecture in Iran
Keywords:
Quality enhancement, architectural education, sustainable architectural design, learning, undergraduate architectureAbstract
This study aims to identify and analyze the factors that influence the quality enhancement of sustainable architectural design education in Iranian undergraduate architecture programs, focusing on educational structure, teaching methods, and course content. The research adopted a descriptive–analytical and applied approach. Data were collected through library and field methods using a two-phase questionnaire based on a five-point Likert scale. Fifty architecture and curriculum experts from major Iranian universities (University of Tehran, Shahid Beheshti University, and Iran University of Science and Technology) participated, selected via snowball sampling. The data were analyzed using the Kruskal–Wallis and H tests, and the reliability of the questionnaire was confirmed with Cronbach’s alpha coefficients above 0.8. Significant differences were found among indicators across the three criteria (p<0.05). Within educational structure, integrating sustainability-related practical and theoretical courses during the first two years scored highest, while promoting general sustainability education scored lowest. In teaching methods, continuous media coverage of sustainability issues ranked highest, whereas encouraging creativity in theoretical courses ranked lowest. Regarding content, revising course titles and materials was rated highest, while addressing sustainability within policy and operational levels scored lowest. Overall, content modification was identified as the most influential factor, followed by teaching methods and structural changes. Improving sustainable architectural education in Iran requires comprehensive reforms in educational content, teaching methods, and structural organization. Early integration of sustainability principles in coursework, coupled with interactive learning and consistent media engagement, can significantly enhance student competence and environmental awareness. These reforms will foster an education system that aligns architectural learning with sustainable development goals.
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Copyright (c) 2025 Noorolhoda Ahmad Soltani (Author); Amir Saeid Mahmoodi; Mahyar Bastani (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
