Journal of Iranian Architecture & Urbanism(JIAU)

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: 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 architectural education methods should encompass theoretical knowledge, as well as professional and social concepts, by evaluating the indicators of the world’s leading schools of architecture. Architectural schools use appropriate educational techniques and cover various activities involving knowledge, skills, and creativity. Considering the global developments, it seems that acquiring skills to address future challenges necessitates the enhancement of educational approaches and the recognition of influential learning factors. Due to the lack of authors contributing to the formation of architectural theory during the contemporary Iranian architecture era, it is imperative to examine the current state of Iranian architectural schools. This is crucial as they lack a suitable and systematic structure. Bauhaus school is an example of bringing about a revolution in architecture, which has had lasting effects day. Considering that much research has been done in the field of architectural education, but few sources have directly addressed this subject, this research aims to examine the educational process in Bauhaus school and provide solutions to improve the quality of architectural education. The question posed for this research is as follows: What is the process of education in Bauhaus school? And how can it be used to improve the quality of contemporary architectural education? To answer this question, the premise is that it seems that the teaching methods of the Bauhaus school can be fruitful for teaching contemporary architecture.
Methods: In terms of purpose, this research is in the field of applied research and adopts an analytical descriptive methodology. To enhance the quality of architectural education in Iran by applying the educational indicators of Bauhaus school, a systematic approach was employed. Initially, these indicators were derived from theoretical foundations. Subsequently, two questionnaires were developed and distributed among university professors (experts) and master students. The statistical population for architectural experts (professors) and students consisted of 50 and 150 individuals, respectively, chosen through random classification sampling. The overlapping indicators were consolidated based on the corrective opinions of 20 experts. Fifteen educational indicators were formulated as questionnaire questions, utilizing a five-point Likert scale, and descriptive statistics were employed for the analysis of the findings. In conclusion, suggestions were generated for the implementation of Bauhaus educational indicators to enhance the quality of architectural education in Iran, drawing upon the conducted studies and questionnaire results.
Findings: The principles raised in this research indicate that architectural education in Bauhaus school is of good quality. In line with the research objective of utilizing Bauhaus educational indicators to enhance the quality of architecture education in Iran, three components—upbringing, social, and environment—were taken into consideration. The overlapping indicators were then consolidated into 15 categories. Through assessments conducted by both students and experts, aspects such as meditation, preparation for the architecture profession, real-world work experience, practical product production, the interplay between art and industry, the connection between individuals and the university, the integration of art, technology, and life, accessibility, interdisciplinary collaboration, experimental and exploratory learning, and the potential for hands-on experience and construction were closely evaluated. These aspects require special attention in Iranian architecture education. However, other elements did not receive favorable scores, indicating a lack of alignment between the country’s architectural education and the educational indicators of the Bauhaus.
Conclusion: Teaching architecture becomes possible when there exists a complete and acceptable definition of architecture that can be taught. Bauhaus school has provided a comprehensive definition of architectural education that led to the education of an architect. Thus, in addition to being the school of architecture, it has nurtured ideas and art of students and even professors to connect with the professional market and industry. According to the studies conducted, and the indicators extracted along with the results of the questionnaires, it is confirmed that the state of architectural education in Iran has a significant difference from the educational indicators of Bauhaus school. Addressing challenges in contemporary education requires implementing solutions, such as a comprehensive review of architectural educational programs. This can involve evaluating students’ work through peer and professor assessments, integrating technical and design courses similar to Bauhaus school, fostering interactions between students and professors across different academic levels, incorporating opportunities for meditation and breathing exercises, facilitating one-on-one learning experiences with professors, and establishing connections with domestic and international scientific institutions. Additionally, providing real teamwork experiences through participation in both domestic and foreign competitions, transferring professors’ professional experiences by simulating professional environments, assigning projects that result in tangible and practical products aligned with societal needs, embedding suitable workshops, and fostering collaboration with related fields can collectively contribute to overcoming issues in the contemporary education system and advancing the quality of architecture education.

Abstract Extended Abstract
Background and Objectives: Nowadays, one of the main concerns of architects and urban designers is environmental crises and high energy consumption in buildings, especially in metropolitan areas (specifically in Tehran city). According to other research conducted on all land uses, residential buildings have higher energy consumption than other building types, which indicates the importance of efficiency and management of energy consumption in residential buildings and shows the significance of providing solutions for this concern. Therefore, academic education in sustainable architecture strategies and principles requires a revision for implementation of these strategies by architects and designers. Since environmental crises are still a marginal field in academic architecture courses, the issue of sustainability has been included in the curriculum as a single course. Regarding the abovementioned issues, this study aims to investigate the position of university education in sustainable architecture in universities and higher education institutions, as well as the effectiveness of residential buildings designed in Tehran city based on sustainability principles.
Methods: This research is a kind of applied research. In terms of methodology, it combines descriptive-analytical research and survey research methods. In this research, the researcher describes the real and regular objective characteristics of the study. This research is comprised of two main parts: qualitative and quantitative parts. In the first part, the qualitative part, the theoretical foundations of the research are studied. In order to obtain the desired results in this research, the information is collected through bibliographic studies. Questionnaires were given to twenty students and professors of architecture. In the questionnaire, the position and role of sustainable architecture education in universities were investigated based on three main components (quality of indoor environment, innovation in design, and community). Smartpls2 software was used to determine the validity of the questionnaire, and the Friedman test in Spss software was used to prioritize the data. Cronbach’s alpha coefficient was also used to determine the normality or abnormality of the data.
Findings: The priority of the variable components regarding the position of academic education in sustainable architecture was reported in order of importance using the Friedman test. Based on the findings, the order of importance for the component variables is “community”, “design innovation”, and the “indoor quality” components, respectively. Regarding the “community” component, the items of “increasing awareness for young architects and graduates to implement sustainable architectural solutions” and “providing incentive policies by officials and superiors (providing financial facilities)” were the most and least important items. Then, amongst the items of “design innovation” components, “using heating and cooling systems with the least energy consumption” was ranked as the most important item. Finally, regarding the “indoor quality” component, “thermal, visual, psychological, and health comfort” items received the highest scores.
Conclusion: Based on the research results, it can be acknowledged that academic education in the field of sustainable architecture has been effective to some extent for the students. The sustainable architecture course introduces the environmental crises and explains the need to use sustainable architecture solutions in buildings. Therefore, effective measures have been taken to use materials compatible with the climate and heating and cooling systems with low energy consumption in the building. However, residential building design and implementing active solutions to reduce energy consumption remain the primary concern. Relying on active solutions for reducing energy consumption in sustainable architecture, such as using revolving windows, photovoltaic panels, etc., must be accentuated. Finally, the quality of the interior environment in the design of residential buildings, which is one of the important criteria of sustainable architecture, was the least considered item in designing sustainable residential buildings. In order to improve the effectiveness of this criterion in residential building design, higher authorities can provide incentive policies and special financial facilities to architects and urban planners to improve the quality of the building environment based on sustainable architectural approaches. 

Abstract Extended Abstract
The Building Information Modeling (BIM) system is one of the most important breakthroughs in the construction industry of the current era, and has the potential to transform traditional architectural education into a more productive model. The construction industry is considered to be one of the largest industries in the world, playing a major role in the development of countries around the globe. In fact, the impact of this industry is such that its recession can cause a recession in the whole economy of any country, while its prosperity can pave the way for prosperity of the whole economy of the country. Today, with the development of science and technology, the construction industry is facing new avenues, bringing about major changes therein, one of which is the BIM system. Consequently, with the development of technology in this field, higher education, which always seeks to keep pace with the industry, has confronted the challenge of accepting modern technologies and thus shapes more effective educational strategies. Although Building Information Modeling and its training courses are among the most important and sought-after subjects in recent research literature in the world by leading countries, this new modeling, and especially its training, has been widely neglected in Iran. The purpose of this study is to propose a conceptual framework for getting familiarized with the exploitation of building information modeling system in teaching Iranian architecture. In terms of purpose, this study is an applied research which employs a mixed approach including secondary case study, survey and focus group. The selection of the statistical population was undertaken purposefully, as each component of this statistical population was selected based on its relative knowledge of the building information modeling system and the sample is consisted of 200 architectural graduates. The measurement error was set at 0.05 and the level of reliability was 95%. The questionnaires were distributed online and analyzed using SPSS. The validity of the questionnaires was assessed and the reliability of the variables was calculated and confirmed by Cronbach's alpha test with a coefficient of 0.876. First, the theoretical framework of the research was devised using previous case studies and then the opinions of participants were obtained and analyzed. Finally, the final framework was validated by a focal group of professors and experts. According to the results of the Chi-Square test, the level and objectives of the course were evaluated to be such that the BIM system could be used at different educational levels and along with other training classes. Friedman test and one-sample t-tests and were also used to select the content and measure importance of the courses, in which the highest significance of the application of building information modeling was witnessed in project management, sustainability issues and architectural Studio, while the lowest significance of its application was obtained in the field of concepts and mental imagination. Based on the findings, three areas of software and modeling, concepts and theory, and information management recognized as effective in the educational framework of BIM, and were thus recommended for consideration in the curriculum of the undergraduate course in architecture. The final educational model is proposed in combination at different educational levels. As such, the proposed framework for teaching building information modeling system is divided into three courses of elementary, intermediate and advanced, in which the students first learn the individual skills in modeling and analysis in the bachelor's program of architecture, then they learn the concepts and principles of building information modeling in the master's program course. They can finally take part in advanced training courses related to the building industry and profession based on teaching teamwork and interdisciplinary collaboration and integration in real projects.
The results indicate that the educational objectives of the BIM system should incorporate the principles of cooperation and integration, as the ultimate goal of implementing a building information modeling system is generating integrated knowledge. The building information modeling system can be taught as an independent course or in combination with other courses such as architectural design Studios. Therefore, recognizing the content of the course and the different fields of technology, policy and processes, measuring the capabilities assigned to learners in the field of technology, which is associated with gaining elementary knowledge in software, hardware, shared platforms, and technological equipment and expertise in modeling, project delivery and presentation techniques, requires an efficient and practical method, for which using BIM system and testing concepts and practical principles is recommended. On the other hand, regarding the subjects in the field of building information modeling processes, i.e. management skills, which reveals the degree of familiarity with the principles and rules for decision-making, and also measures and evaluates the scope of policies, i.e. the legal capabilities, in which the theoretical and standard skills of learners are considered, and finally regarding the theoretical and analytical nature of these fields, oral presentation, conference and interview methods are recommended. In the intermediate courses, this can lead to joint projects of architecture, structures, and facilities for the application of cooperation, and in advanced courses, it can lead to the presence and cooperation of learners in real projects and integration. Therefore, given the opportunities and benefits that building information modeling offers to the field of architecture and construction education, there is an urgent need for education, promotion, legislation and creating proper infrastructure in the field of building information modeling and its purposeful, optimal and principled use of such up-to-date construction system with the aim of improving the quality and executive level of the construction industry in Iran.

Abstract One of the most important issues in architectural education, is the learning process and attention to individual differences in this field. In architectural education, the architects utalize other disciplines, including education and training sciences to optimally critique their own work during assessments and evaluations. This is considered as one of the important requirements for improving design quality and the lack of it will lead to a gap between research and professional environments. However, education in a social system based on Islamic tenets, must be different from others. Islam recognizes the importance and necessity of utilizing the benefits of the science and knowledge of other lands; but in order to correctly apply these achievements in any area such as architecture, it is necessary to harmonize their components with native values and religious concepts. Combining different scientific, philosophical and religious methods can help to better explain phenomena such as learning that has different aspects. One of the noticible theories in the field of education is Kolb's learning theory, which is referred to in the field learning sciences and more accepted among researchers. This theory examines the different ways that people receive and process information. This research has been conducted with aim to review and evaluate Kolb's learning theory based on Islamic principles and values in architectural education, and to also answer the question of whether Kolb's learning theory is close to Islamic theoretical foundations in learning and teaching architecture or not? For this purpose, a comparative study has been done between this theory and the relevant Islamic structure, which has the capability of being used in all human processes (Such as learning, teaching and creating works of art, architecture and urbanism). Given the interdisciplinary nature of architecture, a combination of research methods are used in this article including logical reasoning and analytical-commentary methods based on two sources: reason and quote. The findings indicate that Kolb's learning model is based on experience and individual differences in learning, which from an Islamic view has been confirmed and emphasis on. But due to its interdisciplinary nature, in order to utilize this in a correct and Islamic education of architecture, additional topics have been suggested. This model corresponds with parts of the Islamic model, but has weaknesses in anthropological topics. Also, this model can't evaluate concepts such as Intuition and Inspiration, which are related to higher levels of learning in human beings. Achieving these levels leads to the establishment of wisdom and recognition of its necessity in the higher education system of the country.