Architectural Pedagogy and Sustainable Development Goals: Recent Practices and Experiences

Guest editor(s)
Professor Ashraf M. Salama,
Submission opening date: 2nd May 2022

Scope and Aim

Centred on selected United Nations Sustainable Development Goals (UN-SDGs) as they relate to the education of architects and urbanists, this special issue of “Archnet-IJAR: International Journal of Architectural Research” aims to bridge traditional boundaries between arts, humanities, and social and environmental sciences, and between research, professional practice, and policy. However, emphasis is placed on three priority SDGs from a social perspective. These are: Quality Education (SDG4), Good Health and Well-being (SDG3), and Sustainable Cities and Communities (SDG11), and their place in architectural pedagogy. 

Aligning with current debates of professional organizations such as RIBA, AIA, RAIA, RAIC and recent initiatives of Higher Education institutions, this special issue is intended to provide a comprehensive understanding of contemporary social, behavioural, and cultural issues and challenges, the way in which they are addressed in the academic architectural curriculum, the open-ended possibilities of integrating them into teaching/learning processes and practices, and the way in which they are situated in various contexts where future architects and urbanists design and plan sustainable buildings, communities, and cities in response to these challenges.

Key Questions and Themes

  1. How can architectural pedagogy contribute to an overall Quality Higher-Education?

Articles responding to this theme are expected to demonstrate theoretical positions, validated frameworks, and implemented strategies that address one or more of the following topics:

  • Integrating SDGs into Architectural Curricula (curriculum design)
  • Knowledge Fragmentation and the Potential of Trans-disciplinarity
  • Inclusive Curriculum and Indigeneity
  1. What is the place of Good Health and Well-being in architectural pedagogy?

Articles responding to this question are expected to demonstrate teaching/learning experiences (lecture-based or studio-based) that address one or more of the following topics:

  • Therapeutic Landscapes and Restorative Environments
  • Space-Nature Syntactic Relationships
  • Biophilic Design and Engaging with Nature
  • Walkability and Sustainable Neighbourhoods
  1. Has social sustainability, as an integral element of creating Sustainable Cities and Communities, reached architectural education? 

Articles responding to this question are expected to demonstrate teaching/learning experiences (lecture-based or studio-based) that address one or more of the following topics:

  • Learning from Traditions and Indigenous Communities
  • Learning from Tribal and Indigenous Governance
  • The Place of Social Sustainability and Socio-Spatial Practices in Design Studio Pedagogy
  • Migrant Urbanism, Multiculturalism, and the Spatiality of Segregation

The initial selection of the articles will be based on originality, quality of argument, rigour, replicability and potential reach. Selection in advance of the double-blind review process will also be based on geographical coverage, diversity of themes, and international collaboration/cross institution co-authorship.


  • Call/Announcement of Special Issue (2nd May 2022)
  • Submission Closing Date (1st November 2022)
  • Review and Acceptance (1st November 2022 to 1st April 2023)
  • Production (1st April – 15th June 2023)
  • Issue Published (Volume 17, Issue 2, June 2023)

Submission information

To submit to this special issue, please do so through the Archnet-IJAR ScholarOne site.

All authors are asked to follow the Author Guidelines which are available here.