Tracing live projects in architectural education: a systematic review of experiential learning practices
<p class="p1"><span lang="EN-US">This paper discusses the growing role of live projects as experiential learning practices in architectural education. It aims to explore how live projects are conceptualized, implemented, and integrated into design curricula across div...
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| Format: | Article |
| Language: | English |
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Academy Publishing Center
2025-05-01
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| Series: | Renewable Energy and Sustainable Development |
| Subjects: | |
| Online Access: | http://apc.aast.edu/ojs/index.php/RESD/article/view/1293 |
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| _version_ | 1849320480196001792 |
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| author | Mohammed Fawzi Ragheb Rowaida Rashed Ayat Ismail Mohamed Abdelkarim Salheen |
| author_facet | Mohammed Fawzi Ragheb Rowaida Rashed Ayat Ismail Mohamed Abdelkarim Salheen |
| author_sort | Mohammed Fawzi Ragheb |
| collection | DOAJ |
| description | <p class="p1"><span lang="EN-US">This paper discusses the growing role of live projects as experiential learning practices in architectural education. It aims to explore how live projects are conceptualized, implemented, and integrated into design curricula across diverse contexts. Employing the PRISMA 2020 framework, the study systematically reviews literature from major academic databases. Three key findings emerge: live projects enhance student learning by linking theory with practice, promote social engagement through community collaboration, and support interdisciplinary, context-responsive education. Limitations include a lack of longitudinal impact studies and inconsistencies in terminology and assessment. Drawing from the discussion and conclusion, the paper contributes a synthesized understanding of live project pedagogy, identifies operational and pedagogical challenges, and highlights their potential to reshape architectural education. It also calls for more rigorous research, sustainable institutional support, and broader adoption of live projects as a transformative model that aligns academic learning with professional and societal responsibilities.</span></p><p class="p1"><span lang="EN-US"><br /></span></p><p class="p1"><strong><span lang="EN-US">Received on, 04 April 2025 </span></strong></p><p class="p1"><strong><span lang="EN-US">Accepted on, 27 </span>April 2025 </strong></p><p class="p1"><strong>Published on, 08 May 2025</strong></p> |
| format | Article |
| id | doaj-art-1447864fb130451b9699a6eb8e2e9484 |
| institution | Kabale University |
| issn | 2356-8518 2356-8569 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Academy Publishing Center |
| record_format | Article |
| series | Renewable Energy and Sustainable Development |
| spelling | doaj-art-1447864fb130451b9699a6eb8e2e94842025-08-20T03:50:06ZengAcademy Publishing CenterRenewable Energy and Sustainable Development2356-85182356-85692025-05-011119611510.21622/resd.2025.11.1.1293474Tracing live projects in architectural education: a systematic review of experiential learning practicesMohammed Fawzi Ragheb0Rowaida Rashed1Ayat Ismail2Mohamed Abdelkarim SalheenFaculty of Engineering, Ain Shams UniversityFaculty of Engineering, Ain Shams UniversityArab Academy for Science, Technology and Maritime Transport<p class="p1"><span lang="EN-US">This paper discusses the growing role of live projects as experiential learning practices in architectural education. It aims to explore how live projects are conceptualized, implemented, and integrated into design curricula across diverse contexts. Employing the PRISMA 2020 framework, the study systematically reviews literature from major academic databases. Three key findings emerge: live projects enhance student learning by linking theory with practice, promote social engagement through community collaboration, and support interdisciplinary, context-responsive education. Limitations include a lack of longitudinal impact studies and inconsistencies in terminology and assessment. Drawing from the discussion and conclusion, the paper contributes a synthesized understanding of live project pedagogy, identifies operational and pedagogical challenges, and highlights their potential to reshape architectural education. It also calls for more rigorous research, sustainable institutional support, and broader adoption of live projects as a transformative model that aligns academic learning with professional and societal responsibilities.</span></p><p class="p1"><span lang="EN-US"><br /></span></p><p class="p1"><strong><span lang="EN-US">Received on, 04 April 2025 </span></strong></p><p class="p1"><strong><span lang="EN-US">Accepted on, 27 </span>April 2025 </strong></p><p class="p1"><strong>Published on, 08 May 2025</strong></p>http://apc.aast.edu/ojs/index.php/RESD/article/view/1293design-buildcommunity engagementpedagogysystematic reviewprismaservice learning |
| spellingShingle | Mohammed Fawzi Ragheb Rowaida Rashed Ayat Ismail Mohamed Abdelkarim Salheen Tracing live projects in architectural education: a systematic review of experiential learning practices Renewable Energy and Sustainable Development design-build community engagement pedagogy systematic review prisma service learning |
| title | Tracing live projects in architectural education: a systematic review of experiential learning practices |
| title_full | Tracing live projects in architectural education: a systematic review of experiential learning practices |
| title_fullStr | Tracing live projects in architectural education: a systematic review of experiential learning practices |
| title_full_unstemmed | Tracing live projects in architectural education: a systematic review of experiential learning practices |
| title_short | Tracing live projects in architectural education: a systematic review of experiential learning practices |
| title_sort | tracing live projects in architectural education a systematic review of experiential learning practices |
| topic | design-build community engagement pedagogy systematic review prisma service learning |
| url | http://apc.aast.edu/ojs/index.php/RESD/article/view/1293 |
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