Architecture & Built Environment

The design brief: A phenomenological and decolonised approach to undergraduate architectural studies

AuthorInstitution
Harmse, KimNelson Mandela University
Basson, Jean-PierreNelson Mandela University
Kotzé, RiëtteNelson Mandela University

Keywords: 

Discipline: 

Architecture & Built Environment
The design brief.pdf

As architectural education evolves, integrating sustainability demands more than technological solutions; it requires an experiential understanding of physical and spatial design qualities. However, Education for Sustainable Development (ESD) in architecture has often been shaped by Global North-centric technical approaches, promoting one-size-fits-all solutions. A more holistic understanding, incorporating the cultural and environmental realities of the Global South, remains underexplored. This research investigates how sensory perception, informed by Indigenous Knowledge Systems (IKS) and phenomenology, can enhance architectural ESD by fostering contextually grounded design approaches.

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Human-centred, student-led: Building socially sustainable futures in design education

AuthorInstitution
Chetty, SonaliDurban University of Technology
Ndovela, XolisaDurban University of Technology
Khubisa, HlengiweDurban University of Technology
Mula, FathimaDurban University of Technology

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Discipline: 

Architecture & Built Environment
Human-centred, student-led.pdf

As the built environment continues to evolve in response to global and local challenges, design education must prepare students to envision and shape sustainable futures. This paper explores how student-centred design education advances social sustainability by fostering critical engagement with the spaces students inhabit and design. Using Project-Based Learning as a framework, we discuss a series of pedagogical projects implemented at various levels of an interior design curriculum. These projects empowered students to reflect on their own lived experiences of built spaces, using these insights as a primary design driver rather than relying solely on external references.

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From monologue to dialogue: Developing an opportunity syntax map and livelihood framework for the urban poor

AuthorInstitution
Made, AyandaUniversity of Cape Town

Keywords: 

Discipline: 

Architecture & Built Environment
From monologue to dialogue.pdf

As rural-urban migration continues, much of the population finds itself in urban areas, which, in most contexts, offer significantly greater opportunities with fewer social restrictions on the livelihood possibilities available to the urban poor. However, these opportunities are increasingly mediated by digital platforms and will be realised only if such platform-based urban development is tailored to the livelihood aspirations of the poor. Currently, there is a focus on place-based economic investments in the built environment that prioritise brick-and-mortar businesses. These businesses rely on sophisticated supply chains to provide and service retail activity. The benefits behind these place-based developments could be argued to accrue largely to the formal economy.

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Fostering criticality through transdisciplinary collaboration

AuthorInstitution
Basson, Jean-PierreNelson Mandela University
Harmse, KimNelson Mandela University
Kotzé, RiëtteNelson Mandela University

Keywords: 

Discipline: 

Architecture & Built Environment
Fostering criticality through transdisciplinary collaboration.pdf

The study investigates how discipline-specific, interdisciplinary, and transdisciplinary collaboration fosters criticality in architectural students, drawing on Barnett’s (2015) framework of critical reasoning, self-reflection, and action. It identifies a gap in understanding what role the different collaboration methods play in promoting criticality and not just promoting technically sound graduates, but socially just, critically aware graduates in the built environment. A comparative case study design was used to collect data across three architecture cohorts, each engaging with a different collaboration mode. Data were collected through student self-reflection narratives and analysed through a deductive process using Barnett’s framework.

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Developing a co-created knowledge hub to advance sustainable and inclusive design teaching in architecture

AuthorInstitution
Kotzé, RiëtteNelson Mandela University
Harmse, KimNelson Mandela University
Basson, Jean-PierreNelson Mandela University

Keywords: 

Discipline: 

Architecture & Built Environment
Developing a co-created knowledge hub to advance sustainable and inclusive design teaching in architecture.pdf

Architectural education must evolve to equip students with the sustainability literacy and critical thinking needed to translate global goals into locally relevant design strategies. However, Education for Sustainable Development (ESD) frameworks often originate in Global North contexts, overlooking Indigenous Knowledge Systems (IKS) and the specific learning needs of students in South Africa and the broader Global South. At the same time, current architectural cohorts seek digitally mediated, socially meaningful learning experiences that many studio pedagogies fail to provide.

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Feet on the ground, eyes on the design: An immersive design approach to spatial design education

AuthorInstitution
Stock, GailInscape Education Group
Dreyer, MarethaCape Peninsula University of Technology
van Zyl, IzakCape Peninsula University of Technology

Keywords: 

Discipline: 

Architecture & Built Environment
Stock - Feet on the ground, eyes on the design.pdf

This research investigates the transformation of studio-based learning environments within spatial design education, focusing on the increasing need for adaptability, immersion, and sustainability. With roots in Interior Design and Architectural Education, traditional studio models have historically centred on fixed, institution-bound environments. However, shifts in ecological consciousness, technological advancement, and pedagogical priorities demand a rethinking of the studio typology. This paper proposes an alternative: the immersive nomadic studio.

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African Abacus: Mapping praxis for inclusive online short course design in architecture

AuthorInstitution
Morkel, JolandaStadio
Delport, HermieUniversity of Cape Town
Horn, ChelseaStadio
de Vos, MargaStadio
Gomba, ZolaniCape Peninsula University of Technology
Ncube, ZanaCape Peninsula University of Technology
Busuku, SandileCape Peninsula University of Technology

Keywords: 

Discipline: 

Architecture & Built Environment

This paper explores learning experience design as an iterative, reflective, and inclusive praxis through the development and application of the African Abacus, a visual taxonomy designed to map and evaluate inclusive learning design processes. Responding to gaps in the literature on collaborative reflection within non-formal learning contexts in the Global South, the study examines how multidisciplinary design teams conceptualised and created online short courses for a newly established architecture school in South Africa. Anchored in Freirean praxis and ecosystem-of-learning theory, the research adopts an autoethnographic approach in which seven contributors reflected on their roles, decisions, and projected student experiences.

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AI, Alexander, and architecture

AuthorInstitution
Delport, HermieUniversity of Cape Town

Keywords: 

Discipline: 

Architecture & Built Environment
Delport - AI, Alexander, and architecture.pdf

This research reflects on the future of artificial intelligence (AI) technologies and Pattern Theory in architectural and design education and how it may inform the design process, projects, assessments, and research in this space. We are increasingly bombarded by new technologies and an abundance of information. The rapid evolvement of AI has created many uncertainties. Might AI take away our jobs? Will AI kill creativity? How will we know who has produced the work? How do we as educators and students make sense of these technologies and use it (or not) in our education and practice? Can we possibly discover through AI new tools and possibilities and ways of working that contribute positively to what we do?

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Architectural artisanship skills development strategies implemented through architectural design studio projects focused on process

AuthorInstitution
Mokaba, Malesela John VictorTshwane University of Technology
van Tonder, FrancineTshwane University of Technology
Nkambule, Mbongiseni Emmanuel NathiTshwane University of Technology

Keywords: 

Discipline: 

Architecture & Built Environment
Mokaba - Architectural artisanship skills development strategies implemented .pdf

Design education is an integral part of the architectural student’s journey. Traditionally, in the undergraduate course, emphasis is placed on the skills development of conceptual sketching, model making, storytelling, and various communications of the concept and design processes. However, these skills are often seen as separate parts and taught as such without always utilising the opportunities to integrate these various aspects and parts into a holistic process. Architectural artisanship is a vital part of design acumen and must be seen as a skill that facilitates the design process rather than a separate entity.

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Reflecting on lessons-learned for BIM implementation in design curricula in South Africa

AuthorInstitution
Deminey, Emmerencia Petronella MariscaUniversity of Johannesburg
Breytenbach, AmandaUniversity of Johannesburg

Keywords: 

Discipline: 

Architecture & Built Environment
Deminey - Reflecting on lessons-learned for BIM implementation in design curricula.pdf

In this paper, the authors reflect on the findings from a building information modelling (BIM) literature review, which comprises contemporary literature from the past five years, considering national and international development of BIM implementations, focusing on the architecture, engineering, and construction (AEC) industries. This study acknowledges BIM as a digitalisation breakthrough that emerged in the third industrial revolution (3IR) and evolved rapidly within the Fourth Industrial Revolution (4IR). BIM technology instils the attribute of being a contributive team member in co-designed projects and facilitates effective project outcomes by reducing time, cost, wastage, environmental impact and energy consumption.

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Design and construction: Intersections of linear and circular design

AuthorInstitution
Bothma, CobusUniversity of Pretoria

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Discipline: 

Architecture & Built Environment
Bothma - Design and construction Intersections of linear and circular design.pdf

The multifaceted structure of higher education often limits the full integration of design and construction teaching in schools of architecture, but the potential for a greater intersection of these knowledge bases does exist. Design education in the architecture studio is typically taught through a linear process, where students are required to produce a concept design, followed by a series of design iterations and lastly, technification of the design. Similarly, in practice, this process is linear, starting with a design phase followed by a construction phase. In both scenarios, this process leads to a predictable design outcome. Contrastingly, a circular design process has the potential to allow for a more open-ended negotiation with material, technology, process, and making.

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BIM as an alternative architectural teaching device

AuthorInstitution
Basson, Jean-PierreNelson Mandela University
Allen, ChrisNelson Mandela University

Keywords: 

Discipline: 

Architecture & Built Environment
BIM as an alternative architectural teaching device

Are traditional architectural studio-based teaching methods and tools still applicable, or are they causing a communication barrier between a student and a lecturer? In architectural design studios, promptly submitting projects is a problem. The paper is based on a study conducted by the author between 2016 to 2018 and aims to determine whether information technology (IT), such as building information modelling (BIM), opposed to the conventional method (CM), can improve informed design communication during conceptual design critique sessions. Therefore, contribute to prompt studio-based design project submissions. The research's objectives include understanding BIM as a design tool compared to a visualisation tool to facilitate early design decision-making.

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Use of automation and artificial intelligence as a sub-set of knowledge management domain in architectural organisations in South Africa

AuthorInstitution
van Tonder, FrancineTshwane University of Technology
Rwelamila, P DUniversity of South Africa

Keywords: 

Discipline: 

Architecture & Built Environment
Use of automation and artificial intelligence as a sub-set of knowledge management domain in architectural organisations in Sou

The purpose of this paper is to publish research findings on the use of automation and artificial intelligence as a sub-set of knowledge management domains in architectural organisations in South Africa. Automation and artificial intelligence are two aspects that the fourth industrial revolution deals with, and automation may drastically change the way humans work.

For this paper, research data was collected by means of a qualitative research study. Consisting of 14 semi-structured interviews. The paper presents a discussion and research on the use of automation and artificial intelligence in the service architectural organisations provide.

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“Community” as the basic architectural unit: rethinking research and practice towards a decolonised education

AuthorInstitution
Osman, AmiraTshwane University of Technology
Musonda, InnocentUniversity of Johannesburg

Keywords: 

Discipline: 

Architecture & Built Environment
“Community” as the basic architectural unit: rethinking research and practice towards a decolonised education

As a contribution to the decolonisation debate, we need to develop theoretical frameworks that are better suited to diverse contexts, specifically Africa, and we need to elevate local knowledge systems, thinking that originates from the African continent and architectural theory from African scholars. It also demands a shift from documentation (which we tend to do when studying Africa) to interpretation and the development of new theories and new methodologies of research and practice.

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Decolonizing Thought Practices with Discussion Approaches for Built Environment Educators

AuthorInstitution
Newport, IngeTshwane University of Technology

Keywords: 

Discipline: 

Architecture & Built Environment

Decolonization is a globally relevant redress of local customs and practices that have remained altered since the times of historic colonial expansion. In South Africa, education forms one such set of customs and practices and the built environment another. Educators in the field of built environments share a responsibility to challenge the accepted norms under colonial systems and find ways in which to facilitate the creation of built environments that reflect the needs and aspirations of their society. Seepe (2004, pp. 160-174) urges us to rethink curriculum functioning, and attitude in the context of African traditions, conscientiously instilling relevance in both the system and the resulting products of that system. ‘In our curricula lies the very identity of our society.

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Architecture and agency: ethics and accountability in teaching through the application of Open Building principles

AuthorInstitution
Toffa, TariqUniversity of Johannesburg
Osman, AmiraUniversity of Johannesburg
Bennett, JhonoUniversity of Johannesburg

Keywords: 

Discipline: 

Architecture & Built Environment
Architecture and agency: ethics and accountability in teaching through the application of Open Building principles

This paper will explore the notion of ethics in the built environment, and professional accountability, topics which are generally sidelined or given little direct consideration in teaching and practice. However, this status quo is increasingly being questioned. Built environment educators and practitioners need now to develop the intellectual and skill resources to address new questions, formulate a position, and set guidelines to be able to incorporate and make these ‘measurable’ in the performance of educators and practitioners, and for achieving a level of accountability.

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Transformation issues in the teaching of architectural design

AuthorInstitution
Janse van Rensburg, ArianeUniversity of the Witwatersrand

Keywords: 

Discipline: 

Architecture & Built Environment
Transformation issues in the teaching of architectural design

As a teacher of architectural design in the first year of the Bachelor of Architectural Studies degree at the University of the Witwatersrand, I found that the attrition amongst certain groups of "previously disadvantaged" students was noticeably higher than amongst white students. It became my focus to empirically adapt my teaching to try to facilitate the potential for a successful outcome for all students.

This paper describes the course before 2009, the pedagogical interventions that were made from 2009 to 2011 and the course outcomes. The interventions mainly consisted of practical reorganization, building up cognitive skills and academic behaviours. Current research should reveal whether or which interventions may have influenced the improved throughput.

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The social dimension of studio space: face-to-face and beyond - exploring online learner experience

AuthorInstitution
Morkel, JolandaCape Peninsula University of Technology

Keywords: 

Discipline: 

Architecture & Built Environment
The social dimension of studio space: face-to-face and beyond - exploring online learner experience

There is wide acceptance that the studio stands central to architectural design education (Bakarman, 2003, 2005; Kuhn 2001; Forsyth., Zehner and McDermott 2007). It is a social environment (Gross, 1997; Chen and You 2010:152) which is characterised by communication, critique and collaboration. The studio is a physical place that facilitates pedagogy that supports community-centred instruction. It utilizes the theories of apprenticeship, social constructivism, socio-cultural theory of learning, collaborative learning, situated learning in communities of practice and enculturation.

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Designing from Behind the Camera: Creative interdisciplinarity in film, architecture and interior design

AuthorInstitution
Cairns, GrahamWrittle School of Design

Keywords: 

Discipline: 

Architecture & Built Environment
Designing from Behind the Camera: Creative interdisciplinarity in film, architecture and interior design

Architectural and Interior design are disciplines that are by nature interdisciplinary. Whether in dialogue with engineers, builders, lighting designers or furniture makers, the architect and interior designer is forced to think in more than one register. The same applies in the creative sphere. In their own creative endeavours, architects and interior designers have always drawn on the ideas, concepts, theories and practices of other disciplines. Both the practice and conceptualisation of architecture and interior design then are interdisciplinary.

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