Architecture education

Today, given the rapid population growth, development of sciences, new changes in all aspects of human life, and ultimately, the occurrence of unfavorable conditions for the human environment, sus tainable development has attracted considerable attention as one of the mos t critical and common issues at the international level. Among the s trategies to achieve sus tainable development, education is the mos t effective mechanism of society to deal with the century's bigges t problem, i.e., sus tainable development. According to the United Nations, education is needed to promote sus tainable development and improve public awareness of environmental and developmental issues. Sus tainable development using educational tools, in the firs t s tep, requires identifying the areas and factors that play a role in the development of sus tainability education. This s tudy aims to identify the effective factors for the development of sus tainability education in Iranian architecture universities using the analytical-inferential s trategy.  The qualitative analysis of the documents revealed that the educational environment, educational sys tem, and society were the mos t effective ones in the development of sus tainability education of architecture s tudents. Finally, solutions were presented to improve public awareness and reform the educational environment and sys tem to develop sus tainable education in Iranian architecture universities.

By its academic-aristocratic approach at the beginning, and the mere artistic vision of art afterwards, Beaux Arts had become the cottage of hopes and dreams for art-lovers and artists from Iran and all around the world. Accordingly, Iran, like many other countries, has had consecutive associations and interactions with these schools, especially beaux-arts school, in qualitative and quantitative dimensions “Beaux-arts” school has had an extraordinary expanded character among classical educational schools in Italy and Germany and has played a positive and rooted role on art education world. What was going on continuously in E’cole for many years was nothing but a stone sinking in a pond, whose inevitable waves’ beams affected the whole pond. Art Education was the pond, Beaux Arts the stone. E’cole de Beaux-Arts set up the starting point of many artistic, educational and political events in the domain of art education. So, may we assume Beaux-Arts as the starting point and the godfather of most of Iranian art education systems? Exامینing this subject in the context of art education history can be done through various methods. Historical periods, geopolitical entities, nationalism, international network of effects, and subjects orthemes each can have a framework or composition for forming the international history of art education. This article sets to express France’s E’cole de Beaux-Arts Education historically, and tries to assess the deep qualitative and quantitative influences of the E’cole on Iran’s Art educational system, especially on architecture education, by gathering information through well-known artists and graduates of Beaux-Arts.

The ultimate goal of architectural s tudios is creative design. To achieve this goal, evaluating creativity in architecture education is considered as one of the important pillars of education. Due to the need for evaluation, the purpose of this s tudy is to cons truct a tes t for measuring design creativity based on Torrance's components of creativity in architecture so that it can be used in design education. Therefore, this s tudy seeks to create a measurable criterion for the components of Torrance using the innovative problem-solving method of Triz to evaluate creativity. The present s tudy is descriptive-correlational. The research sample includes 32 architecture s tudents selected by the available sampling method. Tes t validity is confirmed through confirmatory factor analysis ((χ2 / df = 1.68), (CFI = 0.97), (GFI = 0.98), (AGFI = 0.97) and (0.08 = RMSEA)), which shows that the model fits the data. The correlation between the creativity scale in architecture and Torrance creativity and CREE is significant, indicating the scale's convergent validity. In addition, through the split-half technique and in the method of random pairs, the. coefficient of validity for the component of flexibility, originality, expansion, and the total scale is equal to 0.90, 0.80, 0.75, and 0.91, respectively. Due to the good psychometrics of this tool reported in the research, it is a valid tool that can measure the increase in creativity components in architectural design and can be used in architectural s tudios and educational and psychological research