Architectural Technologies Studies

Abstract This study aims to perform a comparative analysis of national educational facility design guidelines against international standards from the perspective of environmental psychology to determine the extent of overlap between physical design indicators and the cognitive and educational needs of learners. This research employs a mixed-methods approach based on directed content analysis and the quantification of overlaps. The study analyzes six national documents (including Planning and Budget Organization Codes No. 697, 232, 343, 847, the Fundamental Transformation Document, and the Sub-system of Space and Technology) against four international standards (LEED, WELL, OECD LEEP, and DfE BB103). Over 350 design clauses and propositions were subjected to qualitative-quantitative coding. The degree of overlap was calculated based on the frequency of shared codes between environmental psychology clusters and design clauses, subsequently converted into relative coverage percentages. The coding framework encompasses five clusters: Social Interaction, Safety and Control, Nature and Well-being, Legibility, and Cognitive Load. The results indicate that the average overlap between national guidelines and global criteria is approximately 40%. The ‘Safety’ cluster exhibits the highest coverage (70%), while the ‘Cognitive Load’ cluster shows the lowest (25%), suggesting a dominance of the “physical-control” approach over the “perceptual-interactive” approach in national standards.Based on these findings, policy recommendations are proposed at three levels: strategic revision of national guidelines, design focused on perceptual qualities and sense of belonging, and the implementation of flexible educational space management. The innovation of this research lies in its systematic comparative analysis of national design standards against authoritative global benchmarks, translating theoretical environmental psychology concepts into measurable indicators for educational policymaking.

Abstract Rapid advances in digital technologies and the expansion of artificial intelligence (AI) have led to the emergence of new approaches in architecture and urban environmental management. In this context, data-driven architecture, as an emerging paradigm, has significant potential to optimize resource consumption, enhance energy efficiency, and strengthen environmental resilience. This study aims to develop a conceptual framework for data-driven architecture in the era of AI with a focus on environmental sustainability. The research is qualitative and employs a systematic literature review and thematic analysis approach. Data were collected from credible national and international sources in the fields of smart architecture, AI, the Internet of Things, digital twins, and environmental sustainability. The analysis followed Braun and Clarke’s thematic analysis method, resulting in more than 150 initial codes organized into coherent themes. The findings reveal that data-driven architecture in the AI era is structured around four main themes: (1) data-driven infrastructure and architectural digitalization, (2) intelligent analysis and adaptive decision-making, (3) sustainability and environmental resilience, and (4) governance, interaction, and implementation context. The results further indicate that this approach operates through a dynamic cycle comprising real-time data collection, intelligent analysis, adaptive decision-making, and continuous learning. The proposed conceptual framework suggests that integrating data-driven technologies and AI with sustainability principles can facilitate the development of smart, sustainable, and resilient buildings and cities. This study contributes to the theoretical advancement of data-driven architecture and provides a foundation for future policymaking and the design of intelligent urban environments.

Abstract Religious heritage in contemporary discourse cannot be regarded as a concept with fixed boundaries or a uniform definition, as it is shaped through the intersections of religion, culture, politics, and heritage-making. Its meaning is consequently transformed through the processes of selection, representation, and official recognition undertaken by heritage institutions. The central problem arises from the disparity between religious communities’ understanding of place and the forms constructed by legal and administrative systems for its identification, assessment, and management. Accordingly, the conservation of religious heritage cannot be achieved solely through the recognition of its historical and architectural attributes; it also requires an understanding of the mechanisms through which religious value is transformed into a matter of public concern and policy. This study aims to explain the evolution of underlying principles, the expansion of the scope of intervention, and the challenges associated with the conservation of religious heritage in international instruments. The research adopted a qualitative, descriptive-analytical approach and employed documentary analysis. The analytical corpus comprised conventions, charters, declarations, recommendations, and legal, theoretical, and managerial texts. The documents were selected through purposive sampling and assessed in terms of authenticity, credibility, representativeness, and meaning. Relevant statements were subsequently extracted and organized into chronological and thematic categories. Their internal relationships, discontinuities, and trajectories of development were then examined through logical reasoning and comparative interpretation. The findings indicate that the protection of religious places initially emerged through guarantees of immunity during armed conflict and the protection of freedom of worship. It gradually expanded to encompass historical, architectural, cultural, and spiritual values, together with setting, landscape, participation, and sustainable management. Despite this expansion, sacred value continues to be recognized through general heritage criteria; the separation of tangible and intangible dimensions disrupts the living interrelationships among the constituent elements of place; and the position of the custodian community rarely extends beyond consultation. On this basis, conservation should be understood as a historical and dynamic relationship among the religious meaning, material form, use, and social continuity of place. Ultimately, the legitimacy of any intervention depends on the extent to which it safeguards the sacred significance of the place, the patterns governing presence and use, and the effective role of the custodian community.

Abstract Aims:
The design of educational and therapeutic spaces for children with Autism Spectrum Disorder (ASD) requires a comprehensive, empathetic, and evidence-based approach that addresses their unique sensory, perceptual, and behavioral needs. Autistic children often experience heightened sensitivity to environmental stimuli, difficulty with transitions, and challenges in communication and social interaction. These characteristics demand spatial solutions that are not only functionally efficient but also psychologically supportive and adaptable to individual differences. The primary aim of this study is to analyze and formulate a set of design criteria for creating safe, calming, and effective environments that facilitate both therapeutic interventions and educational engagement. Such environments should minimize sensory overload, promote predictability, enhance social interactions, and foster a sense of autonomy and inclusion. Despite growing awareness, many existing educational and therapeutic centers lack design strategies tailored to the specific needs of children with ASD, leading to elevated stress, reduced learning efficacy, and increased pressure on families and caregivers. This research responds to this critical gap by integrating interdisciplinary insights from architecture, psychology, and autism studies to develop a conceptual and practical model of spatial design. By incorporating international design guidelines alongside locally contextualized needs, the study aims to provide a robust and culturally adaptable framework. Ultimately, the proposed model seeks to improve the quality of life for autistic children, support their developmental goals, and serve as a replicable design approach for similar institutions both nationally and globally.
Materials & Methods:
This applied study employed a mixed-methods (qualitative–quantitative) approach. In the qualitative phase, semi-structured interviews with 20 experts were analyzed using MAXQDA 2024, resulting in five main categories, 12 indicators, and 36 sub-indicators. In the quantitative phase, the proposed model was validated using PLS-SEM. The statistical population comprised 202 parents of children with Autism Spectrum Disorder (ASD) attending the Pouyesh Autism Center in Tabriz, from which 133 participants were selected using Cochran’s formula and simple random sampling. Reliability and validity were confirmed using Cronbach’s alpha, Composite Reliability (CR), Average Variance Extracted (AVE), Fornell–Larcker criterion, and HTMT. Data analysis was performed using SmartPLS 4.
Findings:
The findings confirmed that the proposed design model significantly enhances the learning and therapeutic outcomes of children with Autism Spectrum Disorder (ASD). Five key design dimensions were identified: sensory stimulus reduction, spatial organization, calming spaces, freedom of movement, and visual wayfinding. Quantitative results showed that reducing sensory stimuli and eliminating physical barriers had the strongest positive effects, followed by calming environments and organized spatial layouts. Qualitative findings highlighted the importance of controlled lighting, acoustic comfort, soft colors, flexible spaces, and sensory-friendly materials. Overall, integrating architectural, sensory, and behavioral design principles provides an effective framework for creating supportive educational and therapeutic environments for children with ASD.
Conclusion: he proposed design model demonstrates that sensory-sensitive and user-centered educational environments can significantly improve learning, therapy, and well-being among children with Autism Spectrum Disorder (ASD). The findings provide practical design guidelines for architects, educators, and policymakers to develop more inclusive, supportive, and effective educational and therapeutic facilities.

Abstract This study aims to investigate the integrated role of gamification, game-based learning, and educational space design in enhancing cognitive strength and place attachment among primary school students. In response to the growing need for experience-oriented learning environments in contemporary education, the research proposes a holistic framework that links pedagogical strategies with spatial design to improve learning outcomes. A quantitative, descriptive–analytical and survey-based methodology was employed. Data were collected using a researcher-developed questionnaire based on a five-point Likert scale. The study population consisted of primary school students, and the sample size was determined using Cochran’s formula. Data analysis was conducted using SPSS software, applying Kolmogorov–Smirnov, one-sample t-test, and Friedman ranking tests. The findings revealed that all components of educational space design have a statistically significant effect on the learning experience (p < 0.05), with spatial diversity and environmental quality identified as the most influential factors. Moreover, gamification and game-based learning were found to significantly enhance cognitive engagement and motivation. The results further indicate that learning experience acts as a mediating variable that connects environmental and educational factors with cognitive and emotional outcomes. Ultimately, this mediating process contributes to the enhancement of cognitive strength and the development of place attachment among students. The study concludes that integrating game-based learning strategies with well-designed educational environments can significantly improve learning quality, increase student engagement, and strengthen emotional bonds with school environments in primary education contexts.

Abstract Creativity is widely recognized as one of the core competencies required for architectural education and professional practice. Architectural design requires the integration of analytical thinking, aesthetic judgment, problem-solving ability, and innovation. Consequently, fostering creativity has become a major objective of architectural education. Contemporary research suggests that creativity results from the interaction between personal characteristics and environmental conditions rather than from innate ability alone. Previous studies have approached creativity from three principal perspectives. Psychological research has emphasized personality traits such as perseverance, risk-taking, and tolerance of ambiguity. Educational studies have focused on teaching strategies and design pedagogy, while environmental research has examined the contribution of physical settings, including spatial organization, natural lighting, vegetation, and color. Because student populations differed across institutions, quota sampling was employed to ensure proportional representation of each faculty. Participants within each quota were selected using convenience sampling, resulting in 254 valid questionnaires, consistent with the sample size recommended by the Krejcie and Morgan table. Data were collected using a researcher-developed questionnaire designed through a comprehensive review of previous studies on creativity, architectural education, environmental psychology, and spatial quality. The questionnaire consisted of three sections: demographic characteristics; individual characteristics, including perseverance, risk-taking, and tolerance of ambiguity; and environmental characteristics, including natural lighting, vegetation, flowing water, spatial openness, and color preferences. Content validity was established through expert review by five academic specialists in architecture and environmental design. Their recommendations were incorporated into the final instrument. Internal consistency was assessed using Cronbach's alpha coefficients, all of which exceeded acceptable levels, indicating satisfactory reliability. Prior to inferential analyses, the assumptions required for parametric statistical tests were examined and confirmed. Data were analyzed using SPSS software. Descriptive statistics summarized participant characteristics and study variables. Pearson correlation analysis examined relationships between creativity and personality characteristics, while multiple linear regressions determined the relative contribution of personality variables to creativity. One-sample t-tests evaluated students' perceptions of environmental components associated with creativity.This study contributes to creativity research in architectural education by integrating psychological and environmental perspectives within a single empirical framework. Unlike previous studies that have examined either personality characteristics or environmental qualities separately, the present research simultaneously investigated both dimensions among architecture students. The findings indicate that perseverance and risk-taking are positively associated with creativity and represent important personal characteristics related to creative performance in architectural education. Students consistently perceived natural daylight, vegetation, and flowing water as the environmental characteristics most strongly associated with creative learning experiences. Similarly, differences observed across color preference groups suggest that visual characteristics of educational spaces deserve greater attention in architectural studio design. Nevertheless, these findings should be interpreted as statistical associations rather than direct environmental influences on creativity. From a practical perspective, the findings suggest that improving architectural education requires simultaneous attention to students' individual development and the quality of educational environments. Educational planners and university administrators may therefore benefit from designing studio environments enriched with natural elements while adopting educational approaches that encourage perseverance, exploration, and constructive risk-taking. Several limitations should be acknowledged.