International Journal of

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Examining the universities postgraduate landscape architecture table in Iran, indicates the increasing growth in the establishment of this major course in most universities nationwide, since almost 10 years from the beginning of the first academic course of this major in the Shahid Beheshti University (SBU). As a result, every year the number of graduated entering the market is increasing in this major. Which in this case no clear condition exist, the suitable professional contexts and prefaces for graduates and professionals entry for graduation in this major in and out of university is a big obstacle. The aim of this paper is checking the causes and most important factors to select this major in Iran, of which market conditions is one of the most important factors in the process of this research. The result of research shows the opportunity of developing the landscape architecture, the opportunity and chances of finding a job in the future and earning high fees is part of the most important general factors to choose landscape architecture major in Iran. Additionally the professors, friends and landscape architects, the most important reason for choosing the landscape architect is personal. Besides these cases, landscape architecture department credence’s, the quality of professors and location for College choice is the most important deliberation in this major.

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“The urban researches in Iran aren't applicable to the real challenges of Iran’s cities”. In order to examine the mentioned hypothesis, “existing problems of Iran’s cities” and “Iran’s urban researches” are compared by means of the urban news and research journals. The framework analyze method [a kind of qualitative research method] has been used to analyze the data in the form of axial-thematic codes. The findings showed researches conform to problems approximately 78 percent in themes but the importance and preference of both themes and axial codes in researches differ from existing problems, which indicates some researches don't concern problems.

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The present paper focused on architecture students' learning styles based on Kolb's Experiential learning theory (ELT) and evaluated relationships between students' learning styles, degree of their academic achievement, gender, and duration of study in architecture. Based on the results of this research, divergent, accommodating, assimilating and convergent styles were the architecture students' dominant learning styles, respectively. Furthermore, there was an unbalanced distribution of dispersed different learning styles as more than a half of the students' preferred divergent learning styles while divergent and accommodating styles in the half north of scatter plot generally covered more than 85% of the participants. Furthermore, no significant differences were observed between the students' mean scores of learning style test at the end of the first to fourth years of study. It was found that there were significant relationships between male students' learning styles and their achievement in architecture education. Accordingly, male students with divergent learning styles had higher academic achievement in terms of their total grade point average, compared to that of assimilating and accommodating groups. Meanwhile, there was a significant relationship between the students' academic performance and gender. In general, female students had better performance in architecture in terms of their total grade point average.

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Different approaches and methods are used in the architecture design process that logical and intuitional methods are the most common ones. The role of knowledge in each method is different.  Investigating aspects of knowledge demonstrated the hierarchy from data to wisdom and the interaction of explicit and tacit types, subjective and objective sources, and analytical and exploratory ways of processing knowledge. Logical methods rely more on explicit and objective knowledge with analysis, while intuitive methods rely more on tacit and subjective knowledge that processed by exploratory ways. To investigate the difference between the two methods, we conducted a survey that involved architecture students in two groups of logical and intuitive methods. Results demonstrated that they have different opinions about the role of each type of knowledge, the importance of knowledge in each step of the design process, and the role of sources of information in their design process. We concluded that an integrative method that considers different aspects and integrated interactions of all aspects of knowledge is needed..
 

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Even though the positive influences of nature on human health have been known for many decades, few studies have been carried out exclusively about the psychological benefits of exposure to water and sky as natural blue elements in built environments. Hence, close-ended questionnaire along with structured interviews (with open-ended questions) are applied to investigate the main question of this study: what are the effects of blue elements’ exposure on psychological restoration of university students? 81 students of architecture, urban design, and painting with graduate and post graduate degrees are considered as the participants and the main central courtyards of two traditional dwellings, which currently are used as educational environments, are selected as the case studies in the hot-arid climate of Yazd, Iran. The results of the close-ended questionnaire show that among natural elements, water has the most significant influence on fascination and being away (two components contributing to restoration). Besides, although in comparison to water, the sky has less effective influence on fascination and being away in the studied environments, it is as important as green elements in fostering fascination and being away. Through content analysis of structured interviews, it is revealed that not only is water the most preferred and important natural element of both courtyards but also students’ pleasantness, refreshment, and relaxation from stress are mainly due to water exposure. In conclusion, the study tries to highlight that in addition to green elements, it is essential to consider blue elements. Besides, some design strategies based on their exposure in educational environments have been recommended in order to foster the psychological restoration of university students.

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Integrating different parts of the curriculum is one of the important challenges in architecture education. Curriculum development has an important role in linking theoretical subjects into practical design studios. This study focuses on an analytical comparison of two architecture curricula in different contexts of Australia and Iran. The purpose is to find the limitations and benefits of each curriculum through educational systems, teaching time for theoretical and practical subjects, and the map of courses and subjects. This paper contributes to the literature of architecture education through analysis of integrating different subjects. This study implements a document analysis method and a comparative case study method. The comparison indicates that although the architecture curriculum in Iran benefits from an extensive education with more subjects, wider content, and triple teaching time, it provides less opportunity for integrating theoretical and practical subjects. Furthermore, course structures at Australian universities benefit from greater flexibility and choice for students to individualise their course through elective subjects. Architecture education is a problem-based and project-based learning, so the results of this research have a wide application in research on higher education. Also, the findings of this study can assist design schools to improve their curricula through linking theory to practice.

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Learning environments have the ability to enhance the quality of education and produce optimal behaviors. The management of educational environments raises the quality of education both physically and psychologically .This research attempts to modify higher educational environments by enhancing creativity, accountability, motivation, self-actualization, and interaction. This study is quantitative and qualitative research done through a descriptive-survey method. Included in the study used for research were published books and articles that resulted in the development of a theoretical framework and the collection of two groups: environmental and human factors. Then, field resources were used. Students of University of Guilan were randomly selected as the statistical population and the sample was modified based on Morgan's Table. Afterwards, environmental and human variables were prioritized by the Delphi method as a result of interviewing several architecture and psychology experts. A closed-ended questionnaire was made, its validity and reliability were examined (Cronbach's alpha), distributed among the target community, entered into SPSS, analyzed by Chi-square and Friedman tests, and lastly the data was extracted. Based on the findings of survey, the impact of environmental and human factors on each other were identified and ten priorities were concluded to be the most effective on the relationship. Finally, with a semi-structured and an open-response interview with several architecture professors, design suggestions were proposed.

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The failure to adapt existing architectural education models to the evolving cultural and technological landscape of the digital age, coupled with the rapid advancements in computer programs within the architectural profession, has underscored the imperative of establishing a proficient framework for architecture education that aligns with the demands of the contemporary architectural landscape. In response to this exigency, architectural design concepts have emerged as instrumental tools in the instructional paradigm of digital architecture, mirroring the crystallization of modernism during the Bauhaus period—an era marked by significant shifts in theoretical and design perspectives.
The principal objective of the current investigation is to comprehend the educational framework of digital architecture with the intent of bridging the existing gap between architectural education and professional practice. The methodology employed for data acquisition in this study encompasses comprehensive library research and an examination of pertinent documents. The convergence of architecture and digital education has introduced a novel trajectory for the advancement of pedagogical practices within the discipline of architecture. However, the integration of laboratory activities and technological components in practical training remains sluggish, necessitating responsiveness to societal demands, increased financial allocation to educational infrastructure, and the mobilization of teaching resources to facilitate widespread adoption and sustained advancement. The adoption of a research project-oriented approach to teaching has proven instrumental in achieving the objectives of motivating students to contemplate various facets of the nexus between technology and the environment.

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Architectural education at the undergraduate level primarily focuses on design studios, which are conducted through critique sessions. These sessions are crucial for fostering communication between tutors and students, making them a key component of architectural education. Despite the emphasis on visual presentation in various courses, verbal communication receives less attention. To address this gap, it is essential to explore knowledge centered on human communication and strategies for improvement. Rhetoric, a concept introduced by philosophers and literary scholars, forms the foundation of all human communication by focusing on persuasive techniques. This research investigates critique sessions in architectural design studios, particularly examining the communication between tutors and students within the framework of rhetorical knowledge. The goal is to enhance this communication by elucidating the critique session and the relationship between teacher and student. The research employs a combination of descriptive and analytical strategies, along with logical reasoning, to address two primary questions: "How can the critique session be defined as a rhetorical situation?" and "What are the persuasion techniques used at each stage of the architectural design studio?" By applying rhetorical situation theory and persuasive methods, the research presents techniques for each stage of the architectural design studio, aiming to enhance the effectiveness of critique sessions. The findings suggest that effective communication in these sessions relies on clear, coherent expression and logically presented criticisms and suggestions. This creates a persuasive context that facilitates mutual understanding. As a result, architectural students not only acquire design skills but also develop the ability to communicate convincingly and defend their designs effectively in various scenarios.

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This study conducts a thorough literature review to explore the relationship between the physical learning environment and creativity. Addressing a gap in understanding how specific attributes impact creative processes, the research aims to inform the development of innovative learning environments. Using a four-step methodology, the study involves selecting relevant articles, creating a classification framework, analyzing environmental factors' effects on learning, and interpreting findings to elucidate the correlation between physical attributes and creativity. Bibliometric analysis reveals growing scholarly interest in creative spaces. Findings emphasize the substantial impact of elements like furniture flexibility, resource accessibility, and lighting conditions on creative thinking. Key themes highlight critical factors like lighting, furniture arrangement, and diverse roles of environmental elements, contributing to enhanced cognitive performance. The study underscores the potential of optimized learning spaces to nurture creativity, promote problem-solving skills, and stimulate innovation. By enriching knowledge on the influence of physical environments on creativity, this research provides valuable insights for educators, designers, and policymakers aiming to create inspiring and effective learning environments.