Cultural beliefs and architecture have been recognized as having a strong relationship. However, a gap in knowledge exists regarding the interaction between culture and spatial organization in domestic architecture. This research used case methods to explore the impact of cultural factors in forming and designing detached houses and apartments in Jordan. Specifically, this article aimed to explore the sociocultural impact of privacy on spatial hierarchy and spatial organization in order to ascertain sociospatial designs in Jordanian culture. The data were collected through a comprehensive analysis of plans, images, direct observation, and in-depth interviews with Jordanian household residents. The data were analyzed socially and spatially with regard to circulation, privacy, security, and spatial arrangement of indoor and outdoor spaces. This research found that cultural factors and overall traditions affect detached housing design more than apartment design in Jordan. Also, cultural beliefs and traditions in Jordan are strongly reflected in people’s values, practices, activities, and the level of privacy needed in a given home. Therefore, privacy becomes a social, religious, and personal need that Jordanian domestic architecture should accommodate. Because culture shapes humans’ worldviews, and then both culture and worldview build social and personal values to define lifestyle, clearly determine specific activities, and set residents’ requirements for the design of the components of space requisite for cultural recognition. This research recommends that housing designers should adapt to the cultural practices, beliefs, and privacy needs of a given people when designing homes. Future research is needed to replicate the study for an authentic perspective on a cross-cultural basis.

Higher educational systems become increasingly oriented towards the competences-based student-centered learning and outcome approach. Worldwide, these systems are focusing on the students as a whole: focusing on their dimensional, intellectual, professional, psychological, moral, and spiritual. This research was conducted in an attempt to answer the main research question: how can the architectural design courses be designed based on the required competences and how can the teaching, learning activities and assessment methods be structured and aligned in order to allow students to achieve and reach the intended learning outcomes? This research used a case study driven best practice research method to answer the research questions based on the T MEDA pilot architectural program that was implemented at the Hashemite University, Jordan. This research found that it is important for architectural education to adapt the students-centered learning method. Such approach increases the effectiveness of teaching and learning methods, enhances the design studio environment, and focuses on students’ engagement to develop their design process and product. Moreover, this research found that using different assessment methods in architectural design courses help students to develop their learning outcomes; and inform teachers about the effectiveness of their teaching process. Furthermore, the involvement of students in assessment produces effective learning and enhances their design motivation. However, applying competences-based students-centered learning and outcome approach needs more time and staff to apply. Another problem is that some instructors resist changing to the new methods or approaches because they prefer to use their old and traditional systems. The application for this method at the first time needs intensive recourses, more time, and good cooperation between different instructors and course coordinator. However, within the time this method will be more useful and interesting for the teacher and more effective and formative for students. Finally, the development of architectural academic staff is needed to increase awareness of learning needs of all architectural students. This requires redesigning and aligning their curriculum and courses syllabus according to the requirements of new methods.