تحلیل نقش مؤلفه‌های پایداری در آموزش معماری ایران: تحلیل کمی محتوای برنامه‌های درسی سه دهه اخیر

سید هادی  دلبری; غلامحسین ناصری; بهرام   سیاوش پور; محمدحسین    عابدی; سمیه   طاهری

Authors

Seyyed Hadi Delbari Department of architecture, Da.C., Islamic Azad University, Damghan, iran. Author https://orcid.org/0009-0008-1475-2410
Gholamhossein Naseri Department of Architecture, Da.C., Islamic Azad University, Damghan, Iran https://orcid.org/0000-0002-8744-2893
Bahram Siavoshpour Assistant Professor,Department of Architecture, Faculty of Architecture and Urban Planning, Hakim Sabzevari University, Sabzevar, Iran. Author https://orcid.org/0000-0002-2418-7397
Mohammad-Hossein Abedi Department of Architecture, Da.C., Islamic Azad University, Damghan, Iran Author https://orcid.org/0000-0002-3026-5427
Somayyeh Taheri Assistant Professor,Department of Architecture, Faculty of Architecture and Urban Planning, Hakim Sabzevari University, Sabzevar, Iran. Author https://orcid.org/0009-0009-1846-8879

Keywords:

Hot and Arid Climate, Sustainability, Curriculum, Architectural Education, Sustainable Architecture

Abstract

This study aimed to analyze the extent and trend of incorporating sustainability components into official architectural education curricula in Iran over the past three decades and to assess their alignment with the climatic requirements of hot-arid regions. This applied study employed a descriptive-analytical design using quantitative content analysis. The study population comprised all courses and syllabi included in four official undergraduate architecture curricula approved in 1998, 2013, 2020, and 2022, all of which were examined through census sampling. Overall, 187 course syllabi were analyzed according to six sustainability components: sustainable energy, green space and ecological landscape, sustainable and local materials, water and resource management, climate-responsive and vernacular design, and environmental education and culture. The course was considered the unit of analysis, and each course was scored from 0 to 5 according to the extent to which each component was represented. Data were analyzed using descriptive statistics and comparative trend analysis. Comparative results revealed an uneven and discontinuous distribution of sustainability components across the curricula. In the 1998 curriculum, climate-responsive and vernacular design (mean=2.22) and environmental education and culture (mean=2.11) received the highest scores, whereas water and resource management received the lowest score (mean=0.89). In the 2013 curriculum, attention to sustainable energy decreased by approximately 57% compared with the baseline curriculum, while water and resource management declined by approximately 45%. In the 2020 curriculum, environmental education and culture decreased by more than 40% relative to baseline. Although the 2022 curriculum substantially restored this component, reducing its difference from baseline to approximately 4%, sustainable energy remained more than 45% below its baseline level. Sustainability concepts are present in Iranian architectural education, but their integration across curricula remains fragmented and structurally inconsistent. Systematic curriculum revision is therefore required, particularly to strengthen sustainable energy, water and resource management, climate-responsive design, and practice-oriented sustainability education.

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