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PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

In the context of rapid technology development, the theory of using building information modelling (BIM) has been used in several historic places. With BIM technology, an accurate virtual model of a historic building is digitally constructed in order to maintain the building through its entire lifecycle, including demolition. This model, known as historic building information modelling (HBIM), represents a new paradigm within architectural heritage that can be used for creating, conserving, documenting, and managing complete engineering drawings and information. Therefore, the aim of this paper is to give an overview of the concepts, as well as surveying and representation techniques that are used in HBIM in order to support the process of further integration and demonstrate how the complexity of built heritage resources can be dealt with. In addition, the study presents a theoretical framework that has been constructed as a guide towards understanding the different aspects of historic preservation and management through a smart open platform.

Purpose Since the teaching of architecture is now carried out in architectural studios with the critique session as the core of its assessment, the aim of this paper is to analyse architecture students’ attitudes, satisfaction levels and experiences in terms of different critique and assessment methodologies. Design/methodology/approach The study relies on two main approaches – the literature and questionnaire survey. In addition, the study relies on the author’s personal observations in design studio teaching and as a practitioner of the method. Findings It is important to establish clear goals for design critique and assessment and to include different critique methodologies – self critique, peer critique, group critique and professional critique. All such methodologies should be undertaken in an interactive environment that facilitates communication and exchange of scholarly thoughts among students, instructors and other professionals. Practical implications The study involves the investigation of students’ responses and reactions to the various critique methodologies and their underlying practices in the context of Egypt. This is based on the questionnaire survey undertaken by the author in 2016. The questionnaire is designed to generate both qualitative and quantitative data. Social implications This study aims to understand the students’ perspective about their design experiences with regard to studio-based learning and its impact on their education. Originality/value While the topic of design critique about students has been studied heavily in the Western world, there is a lack of similar information in most Egyptian universities. To fill this gap, the Architecture Program at Port Said University was closely observed.

Safe urban public spaces are vital owing to their impacts on public health, especially during pandemics such as the ongoing COVID-19 pandemic. Urban public spaces and urbanscape elements must be designed with the risk of viral transmission in mind. This work therefore examines how the design of urbanscape elements can be revisited to control COVID-19 transmission dynamics. Nine proposed models of urban public seating were thus presented and assessed using a transient three-dimensional computational fluid dynamics (CFD) model, with the Eulerian–Lagrangian method and discrete phase model (DPM). The proposed seating models were evaluated by their impact on the normalized air velocity, the diameter of coughing droplets, and deposition fraction. Each of the proposed models demonstrated an increase in the normalized velocity, and a decrease in the deposition fraction by >29%. Diagonal cross linear and curved triangle configurations demonstrated an improved airflow momentum and turbulent flow, which decreased the droplets deposition fraction by 68%, thus providing an improved, healthier urban public seating option.

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