IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION A

Abstract

Architecture can shape real impact in advancing a just climate transition. Literature shows that solutions must be socially-engaged, and that professional practice has incrementally adopted participatory approaches. However, experiences in architecture education remain limited and dispersed. This ongoing study explores how co-design experiences can impact students’ sense of social responsibility. It investigates two case studies from Irish architecture schools: (1) as part of a larger EU-funded engagement project, 72 second-year architecture students developed tactical urbanism interventions and designed proposals that responded to stakeholders’ input. (2) 35 third-year students collaborating with residents of a rural village to develop strategies addressing environmental and social challenges. Student and tutor perspectives on the process were collected and are being assessed, particularly on how engagement might have affected (a) students’ design process, and (b) their understanding of the profession’s role. Data collection methods include anonymous questionnaires and participatory evaluations, adopting the Ripple Effect Mapping to collect student and tutor insights. Preliminary thematic analyses indicate that student respondents appreciate the opportunity to engage in real-world co-design in education, with recurrent reports of learning from the community instead of making assumptions about their needs. Furthermore, tutors emphasised the importance of careful planning and of setting expectations for all participants. Preliminary findings indicate that real-world co-design experiences can transform students’ understanding of architectural practice: from assumptions to co-created place-based solutions responsive to a just climate transition, while addressing a critical gap in architecture education.