Iranian Sustainable Building Scientific Association International Journal of Urban Management and Energy Sustainability 2538-1628 6 4 2025 10 01 Explaining a Model of Indicators Affecting Architecture Students’ Creativity with an Emphasis on Creativity-Based Teaching Methods and Quality of the Physical Learning Environment by Using the Fuzzy Delphi Method 63 83 733448 10.22034/ijumes.2026.2075074.1341 EN Maryam Dehghan Koroki Department of Architecture, Ba.C., Islamic Azad University, Bam, Iran Maliheh Norouzi Department of Architecture, Ba.C., Islamic Azad University, Bam, Iran 0009-0000-1262-0483 Mohsen Qasemi Department of Architecture, Ba.C., Islamic Azad University, Bam, Iran 0000-0002-0512-7321 Journal Article 2025 10 18 Contemporary approaches to architectural education emphasize that creativity emerges from the interaction between the physical learning environment, pedagogical strategies, and students<span style="font-family: 'Courier New';">’</span> experiential engagement. Enhancing creativity-oriented architectural learning requires identifying key indicators that shape this process. This study aims to determine and explain the indicators influencing the creativity of architecture students, with emphasis on creativity-based instruction and the quality of the physical environment. The research is analytical<span style="font-family: 'Courier New';">–</span>applied and follows an interpretive methodological paradigm with developmental characteristics. Data were collected through documentary and library studies. Initial conceptual indicators were extracted using content analysis and inductive reasoning based on theoretical foundations and prior research. Subsequently, the Fuzzy Delphi Method was applied, and a 17-item questionnaire was distributed to 15 experts using the snowball sampling technique. Results from the third Delphi round confirm 11 final indicators, among which <span style="font-family: 'Courier New';">“</span>representation culture<span style="font-family: 'Courier New';">”</span> (mean = 4.41), <span style="font-family: 'Courier New';">“</span>digital technologies<span style="font-family: 'Courier New';">”</span> (mean = 4.36), and <span style="font-family: 'Courier New';">“</span>design thinking<span style="font-family: 'Courier New';">”</span> (mean = 4.25) displayed the highest influence. The findings highlight three essential components for improving architectural education: spatial design that supports design thinking, digital representational capabilities, and organizational support mechanisms. Applying these validated indicators can improve studio environments, strengthen creative learning processes, and enhance the quality of architectural outcomes. https://www.ijumes.com/article_733448_673c4cb199ec528034a3feeb4d6f554e.pdf