PurposeIn the context of architecture education, design studio projects usually start with “research” on the design theme and the context, but often there is no strong link between this research and its application in the project and the resultant design product. This paper explores strategies which link knowledge acquisition and knowledge application in design studio teaching and learning.Design/methodology/approachThese strategies have been applied in several design studios and master’s theses and involve sixteen years of research by the author through observation, surveys and analysis of student work.FindingsThe results show that these strategies are not limited to the design studio, with more than half of them (eight out of fourteen) also applicable in theoretical subjects that sit outside the design studio unit and generate knowledge of relevance to studio projects. As such, the paper advocates for a multi-level approach involving the following: course design and curriculum development, teaching and learning pedagogies and organizational decisions regarding the deployment of staff as for collaborative team-based teaching.Research limitations/implicationsThe results also recognize the relevance of problem-based and project-based learning to the broader higher education context and its dependence on a collaborative approach.Originality/valueThis paper which synthesizes this work contributes to the literature on architecture pedagogy, specifically that related to the integration of theoretical and practical subjects.

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Abstract:This study aims to use the vernacular climatic strategies (VCS) of traditional dwellings in Bushehr, in the common residential buildings of this southern Iranian city (which is characterized by its hot and humid climate), and provide answers to the following question: What effects do VCS have in terms of energy consumption in these buildings? This study has been conducted at three levels. At the first level, three context-based climatic solutions including shading, natural ventilation, and insulation of external walls and roofs were identified and selected based on bibliographic study. At the second level, a case study reflecting the current typology of common residential buildings in Bushehr city was selected. A combination of the mentioned climatic solutions was used in the baseline case to create a developed model. Based on the space layout of the developed model and some design criteria, a series of proposed models was also created and modeled. The selected case study building was also used to establish a local weather station at a height of 12 m based on the roof, collecting local climate data which were then used for simulation to improve simulation accuracy. Finally, all models were simulated with the use of Design Builder software under natural ventilation conditions during moderate climatic periods of the year while split air-conditioning systems were used during hot and humid periods. The results showed reductions of 16% in energy consumption and 22% in CO 2 emissions for the developed model, and reductions of 24-26% in energy consumption and 32-34% in CO 2 emissions for the proposed models, as compared with the baseline model. Furthermore, all proposed models achieved lower annual energy consumption when compared with a selection of international sustainable low energy standards and domestic energy performance references for the Middle East region. Further studies are also recommended, and there is potential for combining VCS with other solutions such as on-site renewable energies.

PurposeDesign studio and technology subjects are two dominant parts of the architecture curriculum. How to integrate these different parts of the curriculum is one of the important challenges in architecture education around the world. With increasing internationalisation of both the profession and higher education, an understanding of similarities and differences across the globe is important. This paper illustrates two different approaches to such integration in two very different contexts: case studies at the Queensland University of Technology (QUT) in Australia and the University of Tehran (UT) in Iran.Design/methodology/approachThe study implemented a case study approach based on document analysis methods. This paper explores the integrated role of technology subjects in architecture education, followed by a critique of the teaching of technology within the design studio. The analysis is conducted across four significant features of the curriculum.FindingsOverall, in both programmes, the aim is for students to develop architectural knowledge and skills; although the Iranian programme has a stronger focus on knowledge, the Australian programme has a stronger focus on the application of knowledge and skills, particularly within the design studio projects.Originality/valueThe comparative analysis of architectural education in these two different contexts offers an insight into alternative approaches to teaching technology. Such an insight may offer guidance in curriculum development to support the exploration of new hybrid approaches as well as supporting international student mobility.

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