Journal of Iranian Architecture & Urbanism(JIAU)

Abstract Extended Abstract
Background and Objectives: Today, identifying architectural patterns that contribute to the improvement of autism-friendly environments is considered important. Statistical research at the national level also shows that most of the centers designed for autistic children are either unsuitable in terms of environmental effects, standards, and structural criteria, or are designed without considering the impact that architecture and the environment can have on facilitating communication. Autistic children experience the physical environment very differently than others, and in educational spaces for typical children, they often experience fear and anxiety. This becomes a major obstacle to their education and treatment. This research focuses on the effectiveness of architecture and environment design based on sensory integration for children with autism. It aims to enhance sensory processing, providing opportunities for these children to better manage sensory inputs and improve motivation for behavior. This approach has already been confirmed by researchers in the field. The main goal of this research is to present a structural model for the design of educational center environments based on sensory integration, suitable for the sensory and cognitive needs of children with autism. The objective is to facilitate better treatment and management of autistic children by addressing behavioral disorders and challenges. The secondary goal is to evaluate this model in the physical context of the Bushehr Autism Center for children aged 4-7 with autism. Due to the lack of suitable educational centers for autistic children and the absence of research on this topic in Bushehr province, the aforementioned study sample was chosen as the focusing criterion of the research.
Methods: In this study, a descriptive-analytical and semi-experimental research method with a pre-test and post-test design, including two control and experimental groups, was applied. The research process was based on a mixed qualitative-quantitative approach, and data collection was conducted in two parts: theoretical (using document sources to develop the model) and field-based (evaluating the model on the physical basis of the Bushehr Autism Center by applying changes to the educational environment of the experimental group). The statistical population and sample size were determined for two groups: educators and children aged 4-7 years at the Bushehr Autism Center. This was done by observing both the experimental and control groups, and by surveying 18 teachers and specialists at the center about the overall progress of 18 children (9 children in each group) before and after the experimental period through completed questionnaires. For data analysis, the reliability of the questionnaire was first measured using Cronbach’s alpha coefficient, and the data distribution was assessed through skewness and kurtosis criteria. Descriptive statistical methods (mean and standard deviation) and inferential methods (Levene’s test and analysis of covariance) were then applied using SPSS 26 software.
Findings: The findings showed a significant relationship between “designing the environment of educational centers based on sensory integration” and “treatment and management of the behavior of children with autism spectrum disorder.” This important result confirms the effectiveness of the structural model in sensory environment design for improving the sensory condition and behavioral symptoms of autistic children. Additionally, by examining the relationship between autism symptoms and the cognitive abilities of these children in relation to their proper perception and recognition of the environment, it was determined that the disorder in the cognitive process of autistic children is in three areas: “sensory-motor” skills, “social-communicative” skills, and “cognitive-gestalt” skills. These can be addressed in design. By examining global examples, literature, and research foundations, this study developed three architectural models, “Multi-Sensory,” “Neuro-Typical,” and “Space Sequence,” in line with the structural model for the design of autism educational centers. The first model, considering the sensory and motor disorders of autistic children, focuses on the simultaneous stimulation and targeted control of various senses in a controlled process. The second model, addressing the social and communication disorders of these children, simulates social situations with an emphasis on behavioral patterns within the environment. The third model, in response to cognitive and gestalt disorders, emphasizes an organized spatial structure, simple and transparent zoning in the environment, and the sensory significance of different areas.
Conclusion: Based on the results and studies, autistic children are greatly influenced by the sensory inputs created by their environment, and they need a structured and suitable architectural environment that can address their sensory issues and challenges. An architectural design based on the sensory integration approach, in addition to controlling and reducing distractions, can significantly enhance attention and concentration in autistic children. By stimulating the nervous system, it can generally improve sensory registration weaknesses and sensitivities. In general, considering the sensory processing deficits and disabilities of autistic children, it is essential to incorporate the sensory integration approach into architectural planning to create successful and desirable educational center environments. Therefore, according to the structural model presented in this study, which was developed based on the sensory needs of children with autism, the environment can be organized optimally to regulate sensory inputs by understanding the mechanisms of these sensory disabilities and the subsequent needs of affected children. By controlling the sensory input levels and their effect on the environmental feel and perception processes, it impacts the children’s central processing system. This, in turn, helps children adapt and align better with the environment, enhancing their focus in educational centers and facilitating the treatment and management of their behavior.

Abstract Extended Abstract
Background and Objectives: Among the most important heritage buildings left from the past in the historical cities of Iran are schools. Many historical schools have remained within heritage sites, but due to changes in educational systems and the construction of modern schools in the past century, only some of these buildings continue to function as religious seminaries and schools of religious sciences. A large number of these buildings, some of which have been restored, remain unused. Considering the spatial and physical capacities of Iranian school architecture, it seems possible to recreate these buildings and transform them into new educational spaces that not only meet the spatial needs of modern educational methods but also preserve sustainable cultural and identity values in the contemporary era. This study aims to analyze the physical capacities of three historical schools in the city of Isfahan to explore their potential for adaptive reuse.
Methods: In this study, after identifying the components of the criteria for evaluating the building and spaces, based on a quantitative research method, 20 architects who have conducted research in the field of historical architecture of Iran were asked to assess the criteria. Then, considering that the semantic differential scale is one of the quantitative methods for measuring people’s concepts and can clarify the presence or absence of a desired concept or quality in people’s perception, the obtained data was first analyzed using the semantic differential scale method to highlight the differences between criteria in a comparative context more clearly. The evaluation of the data was done on a bipolar scale with a seven-point spectrum ranging from -3 to 3. The ten building quality measurement criteria, extracted from the theoretical framework of the research, were arranged in pairs of opposite traits so that the respondents could provide clearer answers to the questions. This was done because, in the five studied historical monuments, each trait has a limit, and the comparison of the criteria is more effective when the contrast of prominent traits is present. Afterward, with the help of statistical tests, the correlation coefficient of the components was evaluated and analyzed.
Findings: In the comparative analysis of the studied schools, it is revealed that in the two schools of Sheykh Abdulhossein and Shafiyyeh, five criteria of natural light, natural ventilation, air temperature regulation, creating silence and peace, and green space are extremely weak. The components of safety and security, and beauty and decoration, on the other hand, are generally rated high, and similar evaluations can be found across all five historical buildings. The utilization of spatial capacities and the potential for functional planning are present in all the buildings, although this potential is less in Shafiyyeh School compared to the others. Movement circulation is favorable in all buildings except Shafiyyeh School, and the variety of materials is also less in Shafiyyeh and Memarbashi buildings than in the others.
Considering that the data showed a strong correlation between the three components of benefiting from natural daylight, natural air ventilation, and natural air temperature regulation through Pearson’s correlation coefficient, the quadratic fitting of nonlinear trends for these components was calculated and is shown in the corresponding graphs. According to the diagrams, whenever a space has windows or doors opening to the central courtyard, it benefits from natural ventilation. In other words, the means of benefiting from natural air are the windows, and the spaces do not have the possibility of absorbing light or air through other means. In traditional Iranian architecture, the concept of a “false window” is rarely seen, as all windows are operable and allow the use of outside air.
Conclusion: Adaptive reuse, as one of the most efficient approaches to historical buildings and structures, addresses today’s needs while preserving the identity of past spaces. It aims to create added value in urban living environments and optimize the use of heritage buildings. This approach has received serious attention in contemporary urban planning, becoming a significant chapter in both macro and detailed urban plans.
To achieve this, it was necessary to first extract and derive the measurement criteria from the theoretical foundations of the research. Ultimately, the ten criteria provided a framework for studying the buildings. The reliability of the questionnaire confirmed that the extracted criteria are dependable and can clarify answers to the research question regarding the adaptive reuse capacities of buildings.
The findings indicate that in historical schools with a central courtyard plan, the supply of light, air, and temperature regulation in the classrooms is provided through openings facing the courtyard, and these three components are interrelated. It is important to note that in the adaptive regeneration and transformation of traditional schools into new educational spaces, light supply can be separated from the air circulation, thus providing more comfortable conditions.
Expansive plans with spatial complexity, such as those seen in Rahim Khan or Sheykh Abdulhossein schools, may create contradictory conditions during the new reuse. The complexity of the plan and the presence of multiple spatial capacities, while one of the most important features in new spatial planning, may also distort communication routes to the outside of the building. In the event of an emergency, this can reduce the safety factor of the building. Therefore, attention must be given to the issue of emergency exits in reuse plans. This is especially important in Iran, where the tradition of constructing buildings is introspective, and the central courtyard limits the communication of spaces with the outside. Consequently, emergency exits, particularly during fires and earthquakes, must be considered in the design.

Abstract Extended Abstract
Background and Objectives: One of the essential skills architecture students need to succeed in their careers is the ability to collaborate and work in teams cooperatively. However, this skill is often neglected in the education system of architecture schools. As a result, after graduation, students realize that design is not an individual task and that they need to collaborate with others to move forward. Successful cooperation in architectural design requires teaching social and teamwork skills in design courses. Therefore, design education needs a shift towards a more collaborative approach. In this study, students first design individually using the traditional method, and then a collaborative design and teamwork model is introduced in workshops. Finally, these two methods are compared from the perspectives of both professors and students, and the key components of the collaborative education model are identified. The aim of this article is to describe the implementation and evaluation of the collaborative education model in architectural design courses.
Methods: This study evaluates the nature, outcomes, and effectiveness of the collaborative teaching method in architectural design courses. To achieve this, the study focuses on students in the Architectural Design Studio III at Azad University of Ardabil during the second semester of 2018. Two different teaching methods were tested: one is the traditional method of teaching architectural design, and the other is the collaborative teaching method. Two student groups were formed: one group participated in a ten-day course on the principles of participation, while the other group did not. The students in both groups were randomly selected. The results of these two experiences were then compared. Based on Linda Groth’s seven general strategies for research methods, the “causal-comparative” strategy was identified as the most appropriate research method for this study. Data collection was carried out by grouping students, working on a design topic, and conducting group evaluations. Tools such as “task scheduling,” “feedback essays,” and “peer evaluation” were used. The outcomes of the collaborative learning experience were assessed through questionnaires completed by students and professors. In the analysis phase, the responses were evaluated using an inductive approach.
Findings: The effectiveness of the collaborative design learning method was evaluated from both the students’ and refereeing professors’ perspectives. The results of the initial questionnaire (before implementing the collaborative learning method) revealed that students recognized the benefits of design teamwork but also perceived some weaknesses, which they identified as the main reason for decreased productivity in design teamwork. After implementing the collaborative method for both groups (the first group participated in the ten-day training course, and the second group did not), the results of the second student questionnaire showed that, with the proper implementation of this method in the architectural design workshop, the disadvantages of the method were minimized, and its benefits became more apparent. Additionally, the groups that participated in the ten-day training workshop performed better, had more positive evaluations of the method’s effectiveness, and encountered fewer challenges during the semester. The evaluations from the professors who judged the method were consistent with the students’ views. They rated the results of the group work as better and confirmed the improvement in students’ social and communication skills. They also positively evaluated the ten-day training course and their participation as effective ways to introduce students to the principles of collaboration and believed that the way students cooperated with their peers, responded to group work challenges, and presented their final results was better in the group that participated in the course compared to the other group.
Conclusion: The findings of the study indicate that the collaborative teaching method enhanced students’ interaction and participation in the design process, improved their learning capacity, and boosted their motivation, communication, and social skills. This method also prepared them to face future challenges in the architectural profession. By integrating the different perspectives, interests, and personalities of group members, it offers a more comprehensive view of various aspects of design work. Students are also challenged to divide tasks, schedule the project, coordinate among members, and prepare for working on large projects in the profession. The various critiques of the design work during the process provide a deeper understanding of the design itself, helping students share their knowledge and increase their learning capacity through collaborative learning strategies.

Abstract Extended Abstract Background and Objectives: According to the World Health Organization, health is a multi-dimensional issue that, in addition to the physical aspect, includes mental and psychological dimensions. The goal of designing therapeutic spaces, beyond providing medical services, should be to address the mental and psychological needs of users—an aspect that has not yet been fully considered. Recently, in addition to the general population, depression has become increasingly common among patients with physical illnesses such as COVID-19, heart disease, lung conditions, diabetes, and others. This research aims to identify and categorize the physical characteristics that are effective in reducing the level of depression in the design of therapeutic spaces, and to determine the dominant mental pattern among expert professors in the fields of architecture and psychology. Methods: This study adopts a descriptive-survey research method. The process of identifying factors that influence the reduction of depression involved three main phases: content analysis of existing literature and documents, a two-stage Delphi survey, and exploratory factor analysis of the Q type to recognize and classify the mental patterns of experts. In the first part of the Delphi survey, interviews were conducted with fifteen experts in the fields of architecture and psychology, and the opinions of expert professors who were available at the time of the study were used. In the second part, twenty people participated in two stages through a closed questionnaire to analyze the Q factor. Findings: To check the content validity of the questionnaire, the opinions of five architecture experts were used. The questionnaire was distributed among them, and based on their feedback, items were added or removed. Therefore, the content validity of the questionnaire was confirmed by the experts. Cronbach’s alpha coefficient for the experts’ questionnaire was 0.716, indicating good reliability. Bartlett’s KMO test, with a value of about 0.7 and a significance level less than 0.05, confirmed the adequacy of sampling for this analysis. To ensure accuracy in calculations and due to the non-uniformity of participants in each component, the average response to the questions of each component was used to calculate the total variance. According to the scree chart, perceived factors were identified among 20 participants. The data matrix was rotated, and the factor loading of each individual was determined. In the end, the most important factors affecting the reduction of patients’ depression were identified, categorized, and named by the experts. Conclusion: In the end, according to experts, six dominant mental patterns were extracted: logical sequence, nature-oriented space, diverse space, targeted sociable space, safe space, and visual comfort. These are used by architects in the design of therapeutic spaces and are reflected in the final outcome. A nature-oriented space should be able to incorporate various elements such as still and flowing water on the site, the presence of water at different levels, the sound system and the effect of water, diversity of vegetation, and the use of plants at different levels. These factors can reduce patients’ internal psychological stress and increase their vitality. A targeted social space plays an important role in fostering social interactions among patients. Considering elements such as creating a purposeful open collective space for patients’ physical activity and designing for environmental interactivity can lead to meaningful social connections among patients. Additionally, an appropriate recreational and sports area should be provided next to the treatment space to facilitate interaction between patients and medical staff and to prevent personal harm. Spatial diversity—through varied materials for surface finishes, diversity in exterior, intermediate, and interior spaces, as well as variety in texture, material, color, and lighting—creates dynamism, movement, and vitality. Using these elements in both interior and exterior space design helps reduce anxiety, internal pressure, and social stress, and enhances liveliness. Visual comfort in hospitals should ensure the visual and physical ease of patients. This includes components such as appropriate views and landscapes, ambient lighting, light control, shadowed areas, light play, and energy efficiency for temperature and ventilation control. Logical sequence within the structural system of enclosed spaces should support patient well-being and reduce external stress in treatment areas. It is essential to establish continuity and logical connections between entrance spaces, waiting areas, and inpatient and surgical departments. A safe space should enhance both the physical and psychological safety of patients in treatment environments, while reducing external and social pressures. The use of these patterns can shape the final processing elements in the design process and lead to the development of architectural products, which here are therapeutic spaces.

Abstract Extended Abstract Background and Objectives: Urban spaces have experienced significant transformations over time, resulting in both physical and functional deterioration. In recent years, governmental and municipal entities have implemented various strategies to revitalize and reconstruct these deteriorated urban areas. However, the substantial volume of deteriorated structures, coupled with the partial and prolonged execution of projects, underscores the inadequacy of these approaches. According to available statistics, approximately 1,350,000 hectares of deteriorated and informal settlements exist within the country’s urban areas, accommodating around 20 million individuals. This situation presents a critical challenge due to two primary concerns: firstly, residents are susceptible to damages from natural hazards such as earthquakes and floods because of substandard construction quality; secondly, these residents are more vulnerable in terms of income, employment, and access to services compared to other urban dwellers. The lack of sufficient funding, inadequate collaboration among various institutions, structural and infrastructural instability, use of non-standard materials, absence of desirable construction qualities, and environmental degradation highlight the urgent need for policies focused on regeneration and resilience enhancement of these settlements. Anjirab, a neighborhood in the city of Gorgan, serves as an example of an informal settlement. Like similar neighborhoods, it is characterized by a heterogeneous population, unauthorized and non-standard constructions, employment in informal sectors, poverty, low income, high immigration rates, and a diverse demographic structure. As generations and the socio-cultural composition of this community evolve, so do the expectations and demands of these low-income groups. Since this neighborhood was built by immigrants without adhering to architectural and urban planning principles, the current study aims to identify the factors influencing its livability. Methods: This article aims to identify and categorize the drivers of community-led regeneration in Anjirab neighborhood to enhance its livability, utilizing a structured analytical approach. Theoretical data were obtained through bibliographic research, while empirical data were gathered via a Delphi technique survey. The statistical sample consists of 20 urban experts selected through purposive sampling. The development drivers encompass 44 driving forces across five dimensions: economic, social, physical, institutional-management, and environmental, analyzed through the Cross-impact analysis method in MICMAC. Findings: The system environment analysis reveals that 218 factors exhibit tertiary relationships, indicating significant interaction and mutual influence among key drivers. Further research findings suggest that the driving forces are dispersed in a complex, intermediate state concerning their influence and effectiveness, with clustering patterns showing a concentration of drivers in the independent sector. Of the 44 driving forces, nine have a substantial impact on the future state of community-led regeneration in the Anjirab neighborhood: organized local organizations, attraction of regeneration funds, the attitudes and knowledge of city managers, inclusion of community-led regeneration in urban plans, establishment of specific regulations for regeneration, alignment of plans with residents’ needs and lifestyles, strengthening the role of neighborhood councilors, enhancement of the land’s economic value, and allocation of government funds. Systemically, these forces aim to improve urban environmental quality, positioning them as the most effective and critical drivers. Conclusion: This research aims to identify the drivers influencing the future state of community-led regeneration in Anjirab neighborhood of Gorgan, with the goal of improving its livability. The findings indicate that the general pattern of dispersion of the studied drivers, based on mutual effects analysis, reveals an unstable environmental system. These drivers display a complex and intermediate state in terms of effectiveness. Clustering analysis shows that the drivers are primarily concentrated in the independent forces sector. Among the 44 driving forces, nine have a key impact on the future of community-led regeneration in Anjirab, with a focus on enhancing livability. The results suggest that the growth and development of community-led regeneration in Anjirab require well-organized local organizations. These organizations can strengthen communication between residents and improve coordination of regeneration activities. Furthermore, attracting financial resources from both domestic and international sources is essential. These funds would facilitate the implementation and improvement of neighborhood regeneration plans and the creation of necessary infrastructure. The attitude and knowledge of city managers are crucial to the success of community-led regeneration. City managers must possess a deep understanding of community-led regeneration concepts and the skills necessary to implement related plans. Additionally, integrating community-led regeneration into urban planning is vital. Urban plans should not only address the needs and challenges of residents but also promote local community strength and solidarity. The establishment of specific laws to support community-led regeneration is also essential. These laws should provide the necessary motivation and support for regeneration activities while addressing local needs and challenges. Plans should be tailored to the needs and lifestyles of the residents, ensuring that design and implementation processes are aligned with their desires and requirements. Strengthening the role of neighborhood councilors can also significantly support community-led regeneration and improve livability. Councilors, who are local residents, can leverage their social credibility to effectively mobilize opinions, communicate with residents, and act as a liaison among all stakeholders.

Abstract Extended Abstract
Background and Objectives: Throughout the history of human thought, numerous theories have emerged concerning the essence of architecture, its fundamental components, and the role and significance of each element. These theoretical perspectives have profoundly influenced how architecture is conceptualized, practiced, and taught. Dominant paradigms such as formalism and strict functionalism, for example, often reduce architecture to a purely visual or utilitarian construct—one that functions merely as a physical container for human activity. Such reductionist views tend to overlook the fixed and multidimensional nature of human beings, whose needs extend beyond the material to encompass emotional, sensory, intellectual, and spiritual dimensions. As a result, these perspectives fall short of addressing the full richness of human experience and hinder architecture’s potential to contribute to human flourishing. Among the elements that have been neglected or insufficiently explored in many of these modern approaches is the concept of “geometry.” Far more than a technical or decorative tool, geometry has historically served as a foundational and generative principle in architecture—one that organizes space, creates harmony, and reflects deeper metaphysical realities. This research seeks to re-examine the role of geometry within the broader system of creation, and by extension, within architectural design, through the lens of Islamic philosophy and thought. By adopting this holistic and spiritually grounded framework, the study aims to uncover the true ontological and functional status of geometry in architecture. Ultimately, it aspires to contribute to a richer pedagogical and practical approach to architectural education and design—one that is aligned with the innate nature of human beings and supports a more meaningful, purposeful built environment.
Methods: Initially, the research examines the definition and position of geometry across various human schools of thought. Using an interpretive-analytical approach and authentic Islamic sources, the study identifies this concept and its place within the system of existence, including architecture, thereby shaping the theoretical framework of the research. Through logical reasoning, the roles of geometry in architecture are extracted from this theoretical framework. For a comprehensive understanding, the four causes of geometry in architecture are identified and examined through a case study of the “House of Kaaba,” a manifestation of divine architecture.
Findings: The indicate the following:
- Efficient Cause: Geometry organizes architectural elements into a unified whole for human use, aiming for the perfection of human life.
- Final Cause: Geometry conveys meaning aligned with the architectural function, guiding individuals towards worship and understanding.
- Material Cause: The element of “space,” which must possess specific characteristics and features in each building, proportional to its function and human perceptual powers.
- Formal Cause: The limiting and distinguishing aspects of space (such as floors, ceilings, and exteriors), which must be proportionate to the building’s function and intended meaning, leading to the creation of a unique internal and external volume, decorated with appropriate arrangements.
Conclusion: This research underscores the profound significance of geometry in the realm of architecture, particularly through the lens of Islamic thought. By exploring the theoretical foundations and practical applications of geometry, the study reveals its essential role as the primary generator and organizer of architectural elements. The identification of the four causes—efficient, final, material, and formal—provides a comprehensive understanding of how geometry shapes and enhances architectural design. The case study of the Kaaba exemplifies the divine and functional aspects of geometry, demonstrating its capacity to harmonize architectural elements, convey meaningful symbolism, and create spaces that cater to both human perceptual powers and spiritual needs. This holistic approach not only enriches the sensory and spiritual dimensions of human life but also offers a robust framework for contemporary architectural practice. Ultimately, this research advocates for a renewed emphasis on geometry in architectural education and design, promoting a more integrated and meaningful approach that aligns with the holistic nature of human existence.

Abstract Extended Abstract
Background and Objectives: Today, the integration of new technologies in architectural education will lead to improved learning, improved student skills, increased participation, greater creativity, more positive attitudes toward courses and future careers, and greater interest and participation of instructors in classes. In the current era, one of the most significant emerging technologies in architectural education and the training of professional architects is Building Information Modeling (BIM). BIM represents a major advancement in the fields of architecture and construction, marking a shift from traditional two-dimensional drawings to intelligent three-dimensional models that are goal-oriented and data-driven. Unlike conventional design environments that rely on geometric shapes such as lines, squares, and circles, BIM utilizes architectural components like walls, doors, and windows, offering a more integrated and realistic design process. Considering the growing importance of applying such technologies in architectural education, the aim of this study is to evaluate the capacity for adopting new technologies, with a particular emphasis on BIM, in architectural education at Istanbul Technical University and Tabriz Islamic Art University.
Methods: This study employs a mixed-method approach, combining both quantitative and qualitative methods, with an applied purpose and a descriptive-analytical nature. For data analysis, Structural Equation Modeling using AMOS software and Q factor analysis using SPSS software were utilized. The statistical population includes architecture students and professors from Istanbul Technical University and Tabriz Islamic Art University. Based on the Cochran formula, the student sample size for each university was determined to be 384 individuals. For professors, using a purposive Delphi method, the sample size was set at 8 for each university. In the first phase of the study, the components influencing architectural education, specifically in relation to the BIM model, were identified. Following this, architecture students were surveyed to assess the quality of each of these components, and the results were evaluated through structural equation modeling using AMOS software. The identified components include educational content (EC), educational process (EP), and institutional capacity and professors (ICP). Additionally, to explore the factors affecting the acceptance of new technologies such as BIM in architectural education, interviews were conducted with professors from the universities under study, and the findings were analyzed using Q factor analysis in SPSS.
Findings: The research findings show that, in the context of integrating new technologies such as BIM into architectural education, the critical values for all three variables of educational content, educational process, and institutional capacity and professors at Istanbul Technical University were above 1.96, indicating a statistically favorable condition at the 95% confidence level. In contrast, at Tabriz Islamic Art University, only the variable related to institutional capacity and professors exceeded the critical value of 1.96, while both educational content and educational process were found to be in an unfavorable state.
In addition to the quantitative assessment of architectural education at Istanbul Technical University and Tabriz Islamic Art University—focusing on the teaching of specialized new technologies such as BIM—interviews were also conducted with students to gather qualitative insights.
Conclusion: Studies conducted at Istanbul Technical University and Tabriz Islamic Art University indicate that BIM technology has not yet been incorporated into the architectural educational content at either university. However, given the existing capacity at Istanbul Technical University, the integration of this technology is feasible. Considering the necessity of adopting new technologies in architecture and the importance of training professional architects, it is essential to enhance the educational content, educational processes, and the capacities of universities and their faculty to improve students’ competencies in architectural principles and their ability to engage with various models and methodologies.
While Istanbul Technical University possesses the full capacity to support this process, Tabriz Islamic Art University faces fundamental shortcomings, particularly in its educational content and teaching processes.

Abstract Extended Abstract
Background and Objectives: The household, as a complex network of architectural structures, objects, technologies, energy flows, concepts, and humans, has always been subject to change. Each of these agents, as active actors, have always played a role in changing the home and domestic spaces. Recognizing the agency and role of each of these actors in the home network and its changes can help to better understand the household as a dynamic and multidimensional institution. While some of these actors are very simple and have lesser roles and effects in the home network, others are very complex. These complex actors can cause changes in the material and non-material environment around them from various aspects Television is one of the most complex actors in the household network, having introduced significant changes to the form, function, and meaning of the home since its advent. A key reason for its importance lies in the fact that, unlike most other domestic elements, television encompasses both a material and a content-based dimension and the content-based aspect is even more important than its material aspect. Despite the crucial significance of this content dimension, this study focuses on the material aspect of television, aiming to explore the role of television’s material culture and the extent of its agency in domestic transformations.
While this subject can be explored across different cultural contexts and temporal-spatial frameworks, this research specifically investigates the role of television in shaping the houses of Tehran’s middle-class during the first two decades following its introduction in Iran, that is, from the establishment of the first television network in Tehran in 1958 until the Iranian Revolution in 1978.
Methods: This research employs ethnographic methods and thematic analysis. Three primary sources of data were utilized: interviews with residents of Tehran during the specified period, photographs from family photo albums, and textual and visual content from lifestyle magazines of that era.
First, using a purposive and criterion-based sampling method, semi-structured, in-depth interviews were conducted with twenty individuals who lived in Tehran during the specified time period and owned a television set at the time. Family photographs were collected from three sources: participants’ personal photo albums, the researchers’ open search through various individuals’ family albums, and publicly available photos found on the internet and virtual social networks.
Regarding lifestyle magazines, data were gathered from four publications: Ettelā’āt-e Bānuvān, Ettelā’āt-e Māhāne, Ettelā’āt-e Haftegi, and Zan-e Rooz, all from the relevant time frame. Finally, all collected data were thematically analyzed using Atlas.ti software.
Findings: The findings indicate that in the early years, television faced various internal and external forms of resistance, most notably ideological and economic, when it was introduced to the middle-class homes in Tehran. Despite these challenges, television quickly found its way into homes, thanks to several key factors that helped make it a normal part of everyday domestic life. Among the most significant of these drivers were the connection it created between the outside world and the household, the domestication of leisure and entertainment, and the availability of television sets through installment payment plans. However, once inside the household, television encountered difficulties in finding a suitable and ideal placement due to the spatial organization of traditional Iranian houses. These houses were often characterized by closed floor plans and small, numerous, nested spaces. The absence of a large, central living area further exacerbated the challenge of integrating television into the domestic environment.
In the early years of television’s introduction, residents determined the placement of the television set through a process of trial and error, often guided by advice from popular magazines. In doing so, they took into account four main categories of considerations: functional, aesthetic, socio-cultural, and spatial. Thus, during this early period, the presence of the television set brought about numerous spatial, functional, and behavioral challenges, all of which required significant adjustments. The findings suggest that the material presence of television played an active role in driving these various spatial and structural changes within houses of the middle-class in Tehran.
Conclusion: In the first two decades following the introduction of television into the homes of Tehran’s middle-class, the presence of the television set played an active role in the occurrence of both material and immaterial changes within the spaces of these homes. Among these changes, one can note the transformation of certain concepts, such as inside-outside and public-private. These were concepts that had once been distinctly separated in domestic life and, consequently, in the architecture of Iranian homes, with clear and firm boundaries. However, with the advent of electronic media, particularly television, along with other agens not discussed here, these boundaries gradually became increasingly blurred.
The presence of television sets, along with the emergence of collective viewing behaviors and “television parties,” created a need for larger spaces that could serve as the main gathering area for the family while also accommodating guests who came to watch television. This need gradually led to a shift from closed floor plans to open ones, resulting in the integration of public spaces in new homes. The formation of a central hall, which eventually took on the role of the main living room, followed by the merging of the hall and guestroom to create the living/reception room, was a direct outcome of this shift.
As television became the central focus of home spaces, the empty area in front of the TV in typically unfurnished middle-class Iranian homes became the most important space for domestic activities. This transformation made television the key agent in organizing the public zone of homes.