VIRTUAL Prague Research & Teaching Conference

Abstract

Every act of Architecture is an Act of Erasure: Buildings and construction account for nearly 40% of CO2 emissions and are responsible for substantial ecological devastation and biodiversity loss. To meet societal needs without destroying the planet, an urgent paradigm – and pedagogical – shift is needed. This paper explores a Regenerative Architectural Design pedagogy which was developed in response to two of the most pressing issues of our time: the twin crises of climate emergency and biodiversity collapse. The regenerative design pedagogy prioritises a regenerative, socially just, and ecologically integrative architectural education. Developed at the University of Cape Town’s School of Architecture, Planning, and Geomatics and grounded in the unique socio-ecological context of Cape Town, this approach aims to transform architectural education through three interconnected pedagogical pillars: “Centring the Landscape: Constructed Ecologies and Nature-Based Design”; “Socio-Ecological Land(scape) Justice and Decolonisation”; and “Becoming a Good Ancestor: Future ethics of ecological architecture.” Through interdisciplinary studios, students critically engage with regenerative design principles, integrating theories of Regenerative design (Mang & Reed), Ecological Urbanism (McHarg), Biophilic Design (Kellert), and the Circular Economy (McDonough) in projects aimed at carbon neutrality, resource justice, and biodiversity enhancement. This pedagogical model also incorporates ecological policies like Architecture 2030 and the UN SDGs, using Cape Town’s biodiversity networks as both a framework and living laboratory. The paper will outline the core studio principles and pedagogy, summarise its theoretical framework, highlight some studio briefs and project contexts and showcase a selection of student projects that embody the studio’s regenerative principles.