Embedding Inclusive Design Knowledge into the Learning Process in Architectural Education

Teaching Inclusive Design (ID) philosophy in architectural education is very important since architects have major roles in (re)shaping the physical environment towards a more inclusive one. Herein, how to teach the design process with the ID approach remains an important issue. Although ID is constantly emphasized in theory and codes, its rights-based approach is lacking in architectural practices. It is still not handled at the level and scope it deserves in architectural education. Increasing the level of knowledge and awareness of architecture students at the point of inclusivity by spatial design can turn into a process that leads to the creation of original ID solutions. In this framework, the study aims to evaluate the effectiveness of five learning methods- (1)film analysis, (2)critical discourse, (3)analysis of users’ experiences, (4)case study analysis, (5)spatial analysis by comparison- in terms of the increase of ID knowledge and awareness for architecture students. The students’ viewpoints about their efficiencies are analysed through qualitative and quantitative methods which are content analysis and questionnaires respectively. This analysis aims to address at which level the learning methods enhance the increase of knowledge, awareness, and thereby creativity of students in design thinking to create ‘real’ inclusive buildings and public spaces. In conclusion, strategies for embedding ID knowledge into the learning process in architectural education are proposed. The result of the study highlights that ID needs to be conceptualized based on a right-based and democratic approach and in this way, holistically integrated into the education curriculum in multiple and various ways.

Keywords:

Architectural education, Inclusive Design, Learning method, Design thinking Awareness,

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