Evaluation and explaining the qualitative position of architecture education in revitalization of contemporary urban identity

Document Type : Original Article


1 Ph.D Candidate, Department of Architecture, Faculty of Architecture, Sanandaj branch, Islamic Azad University, Sanandaj, Iran

2 Assistant Professor, Department of Architecture, Faculty of Architecture, Sanandaj branch, Islamic Azad University, Sanandaj, Iran


Today's architecture education in Iran is still in confusion between a superficial perception from a nostalgic look at the past to a tendency towards western models, and the essence of Iranian architecture has faced many challenges in reaching its fundamental essence. With the aim of investigating and determining the relationship between architectural education and the identity crisis in contemporary Iranian architecture and academic process manipulation. The research method is descriptive-analytical, practical in terms of purpose, and qualitative in nature. The method of data collection is through the study of documents, library and the method of conducting research is through the examination of theoretical foundations, concavity of the factor and converting it into final indices with the Delphi method and Analysis is through interviews. Qualitative analysis has also been done in MAXQDA software and using the contextual theory method of coding. The results of the studies showed that analyzing the values of traditional Iranian architecture, revising the subject and objectives of the architecture curriculum, reforming the quantitative and qualitative system of education, the system of attracting and training architecture students, and finally paying more attention to the indicators and effective factors of architectural education are effective and much useful to the whole system. Solving the architectural identity crisis in the form of an effective model can be effective in reviving the identity of contemporary Iranian architecture. In future researches, this model can be expanded and the internal relationships of indicators can be investigated and evaluated in other levels of academic environments.


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