The need for systemic change in sustainability transitions is challenging the formats of architectural and engineering education. However, there are still few possibilities (if at all) for architectural and engineering students to engage with the students at technical schools and craftspeople directly and to develop a thorough understanding of how practical, hands-on knowledge can inform design and engineering and vice versa. The lack of structural exchanges between students at different level institutions jeopardizes continuity between design and practice; it further creates a divide between future engineers and craftspeople; and by extension, it compromises the implement-ability of sustainability approaches. This paper discusses the experience of a cross-level learning collaboration for a course on circular product design. It describes the course set up, and especially the structured exchanges between architecture and engineering students with students of carpentry to develop one to one scale prototypes using bio-based materials. An in-depth analysis of the course outcomes and student feedback help identify the benefits and the challenges of engaging in learning exchanges and their respective implications for students and tutors alike. Results illustrate the intricacies of said collaborations and how they ultimately affect pedagogy and learning.@en

The built environment significantly contributes to current socioenvironmental crises, necessitating systemic change. Circularity and the commons are re-emerging as potential pathways for such transition. A circular built environment (CBE) aims to close resource loops, but its implementation is often slow and neglects social and local aspects. The commons framework emphasizes local involvement and sustainable self-management of shared resources. However, the intersection of circularity and the commons in spatial production is underexplored. This paper explores their relationship as “innate spatial tactics,” referring to the ways ordinary people interact with the built environment to meet their daily needs. Through a literature review, we developed a conceptual framework of “circular commoning,” encompassing three dimensions: resources, people, and governance. We applied this framework to analyze 16 empirical examples of circular commoning in contemporary urban settings. Our research shows that circularity and the commons are closely linked and mutually beneficial. Circular commoning involves diverse resources, changing social roles, and innovative governance. We identified three forms of circular commoning as innate spatial tactics: building circular, circular use of space, and creating spaces for circular activities. The framework developed here provides a basis for further action research. The practice review demonstrates that circular commoning is not only a distant utopian ideal but is enacted daily in diverse urban contexts. Such often-overlooked innate spatial tactics can offer valuable lessons for pathways toward a CBE involving principles of a circular society. Additionally, they can help shape new narratives and channel hope for practical progress towards circular futures.@en

This contribution is based on the findings of an hour long workshop that will be conducted at SEFI 2024. The workshop aims to familiarize participants – using input from the workshop organizers as well as from each other – with concrete ideas on how to further enhance their current approaches in engineering education and to stimulate students to take responsibility for their own learning process. The workshop methodology as well as the workshop results and findings will be further elaborated in an analytical report upon the completion of the conference. @en

While heritage conservation is usually associated with the action of “keeping”, circular approaches are often seen as focusing on flexibility, and disassembly. Both share the common goal of using existing resources efficiently and avoiding waste. The conservation of cultural heritage is a complex issue that requires a cautious balance between maintaining heritage values associated with tangible and intangible attributes and managing change to answer the challenges of future use. On the one hand, mining the urban environment for material resources, risks irreparable damage to the historic urban fabric. On the other hand, salvaging components from heritage buildings and re-purposing them can be a sustainable strategy to extend a buildings’ lifetime and minimize construction waste. In the case of buildings threatened by demolition, as several churches in the Netherlands, salvaging components might even be the only way to keep (some) of this heritage alive. In these cases, circular design approaches need to go beyond inventorying materials and components: the traceability of values and meanings to the involved communities become key factors driving reuse strategies. The Zero Waste Church graduation studio at TU Delft provides architecture students with the opportunity to discuss how heritage values might shift to integrate sustainability as a value to preserve. The students selected cases based on three key circularity principles: refuse, reduce, and value retention. By choosing vacant buildings, the students were prompted to refuse the notion of building new and to value space as a limited resource. Some of the selected buildings faced demolition, resulting in projects that have the potential to reduce material waste. Through a heritage value assessment, the students demonstrated that despite being under threat, these heritage buildings still add value to local communities. Students explored creative approaches to redesign from values related to tangible and intangible attributes. This approach aims at instigating awareness and transformative attitudes towards the built environment. Individual students approach the challenge from different perspectives, contributing to a multitude of readings and strategies to deal with the complexity of bridging heritage and circularity. The implementation of the first edition of the Zero Waste studio faced challenges when conflicts arose in determining what to keep, add or transform. A key learning from this experience is that circularity needs to be an integrated part of a design project from the earliest stages. While a fully zero waste heritage may be an unachievable ambition, the aim is to trigger reflection and adopt an explorative approach towards a project.@en

For the past years, the Faculty of Architecture and the Built Environment of TU Delft and in particular, the Circular Built Environment (CBE) Hub, have been systematically involved in research related to how the concept of circularity affects and is affected by the built environment. But how can the input of this research be organically integrated into the faculty’s education in order to inspire students and educators towards adopting circular principles? Two major challenges emerged: the first was relating the research findings in one consistent narrative and translating the research input into communicable knowledge. The second, was developing novel pathways for teaching circularity and most importantly, building the capacity of the school’s educators to support students in their learning.@en

This paper introduces a methodological framework to integrate circularity in architectural curricula and the building blocks that led to its conceptualisation. The first block (Part A) examines how complexity has affected learning and architectural education, in particular. The paper departs from the notion that knowledge produces further uncertainty in conditions of critical complexity. Moreover, the highest levels of complexity require the least scientific of approaches. It then examines the main challenges resulting from this shift: one is that learning identifies with individuals’ ability to make informed decisions and is now conceptualised as actionable knowledge. Second to that, education should opt for a pedagogy that can support learning through decision making. Architectural education, in particular, should be able to foster a new type of professionalism, where individuals assume accountability for their design decisions that extends beyond the aesthetic realm. But what can drive curricula to become more responsive to the current environmental, social, and political realities? The second block (Part B) looks into the issue of circularity. It examines its relevance to architectural education for its potential to function both as an operational scheme as well as a value system. Furthermore, being a concept in the making, circularity can benefit from academic research but can also support a pedagogy that focuses on helping students learn how to learn. The proposed methodological framework (Part C) builds on these two blocks and on the faculty’s research on circularity to develop a scheme of what constitutes content for teaching circularity, how the goals for integrating it into the curricula can be formulated, and what type of pedagogy is suited to support the integration. @en

This paper discusses the relevance of academia in addressing complex contemporary issues and more specifically, its potential to help society transition to a circular built environment. Can academia provide society with a safe space for developing imaginaries and socially performing alternative political futures? Can it help reconnect the many knowledge domains that appear now to be dispersed and fragmented? And what is the role of adult learning in achieving this transition and in dealing with complex issues such as sustainability? The typology and goals of adult educational modules developed by the Faculty of Architecture and the Built Environment of TU Delft and in particular the Circular Built Environment (CBE) Hub are presented here as a response to the growing need of creating synergistic alliances between academia and the rest of society. Three different typologies are examined in this chapter for their specific contribution in raising awareness; inspiring professionals and instigating change in attitudes as well as contributing to the training of selected groups of stakeholders respectively. Authors reflect on the benefits of such interaction, its limitations as well as its future potential. Promoting the benefits of transitioning to a circular built environment and reaching the widest audience possible to assist with the transition requires that academia develops new educational formats. Attention should therefore be given not only to the content produced, but also to the modes of delivery; the effectiveness of the message that is ultimately delivered as well as the establishment of a continuous presence where different individuals or groups can return to when challenged by complex issues. Consolidating this relation can close the knowledge gap between the two: on the one hand society directly benefits from academic research, on the other hand, academia becomes more relevant for society.@en

In recent decades, the international debate on suburban sprawl and peri-urban growth in European cities has intensified. The decentralization of industrial, tertiary and residential activities, as well as the proliferation of road infrastructures have given rise to the fragmentation of the agricultural fabric with the formation of mixed-use, empty or residual spaces. On the other hand, the growing interest in the cultural, ecological and landscape values ​​of peri-urban landscapes is evident.@en

The paper presents readers with an effort to explore and to better understand the educators’ task in conditions of uncertainty and high complexity on the occasion of a postgraduate urban design studio redesign. The case study examined here illustrates how rethinking the studio’s content, objectives and layout gradually led to the re-conceptualization of the tutors’ own involvement in the learning process. Course curriculum was devised as an open and evolving network of the tutors’ own resources and design research practices and those employed by their affiliated researchers from within or outside the setting of the academy. All were chosen for their value in reading or managing urban phenomena. The mosaic consisted of different individual research and design practices that are problem-focused and context-specific, communicated directly to students by the very people responsible for their conception and development. Learners were required to investigate the instrumentality of these practices according to their own personal pursuits; to make their own networks of connections, and were even encouraged to create their own personal schemata of design research. The second major shift of the rethink lay in recognizing learner autonomy and diversity, thus establishing a new operational framework for the two to prosper. An amalgam of interconnected learning spaces provided the conditions necessary for all these networks to co-exist and interact. The paper describes the different aspects of the tutors’ involvement and contributions in the design and implementation of this model, as they assumed a number of roles, but most importantly, as they became learners themselves. It also brings about the critical role of the tutors’ hunch in both designing and managing a design studio’s learning experience.@en

Repair is the first of the four loops in circular economy in the already famous Ellen MacArthur butterfly diagram and the closest one to user; but is the concept of repair currently embedded in architecture thinking or practice? How easy is it to repair architectural buildings or to even design for repair? How is repair changing our perception of materials, construction methods and the built space? The first part of this essay will investigate some of the current circular economy gestures that promote repair and transform architectural design towards friendlier environmental practices: from the notion of design for disassembly where repair is a central value, all the way to perceiving materials as service, to creating material ids or to even advocating the materials' rights. What these late trends ultimately do is question the notions of authorship as well as ownership: they renegotiate the architects' contribution to the design process towards a more human version of what design means: architects are not just authors of form but those who exercise their creativity to bring architecture processes to their most beneficial fruition. It is for this reason that the second part will focus on the impact of the changes circular economy and repair in particular, brings to the profile of the architect; has repair impaired the architects' profession by breaking down the myth of the sole modernist genius? Or is circular economy reweaving the architect's connections to the world and repair is actually repairing architecture? @en

Assessment of cultural interventions in historic sites in the EU has never been the subject of a systematic approach; therefore, the EC, in its call for research projects (Topic TRANSFORMATIONS-16-2019 Call H2020-2018-2020), has stimulated a careful consideration of all significant factors that operate within the framework of resilience and sustainability. The National Technical University of Athens (NTUA) inaugurated the first semester of the SoPHIA project with the task to coordinate an extensive review of current impact assessment strategies as these appear mainly in Europe, and to compile literature on pertinent research, policies, and best practices in impact assessment of cultural interventions. The sections that follow describe the methodology of the literature review process as well as the main findings of the overall research@en

Research, activities & educational outputs from the 2017 International Competition Culture in Europe (CCIE) conference, & the wider CCIE programme, are assembled here to provide invaluable resources, knowledge, & guidance. 25 European countries were involved in the programme & in 6 research programmes were set up. The 1st part provides an overview of CCIE international convocations & their outputs. The 2nd part reports on University master students research from Tirana (Albania), Sarajevo (Bosnia & Herzegovina), Sofia (Bulgaria), Athens (Greece), Dublin (Ireland) & Portsmouth (United Kingdom). These country’s outputs cover the history, development, application, & opportunities of competitions in an international context. This publication is an Architectuur Lokaal project realised with Project Compass CIC & A10 New European architecture Cooperative.@en

Assessment of cultural interventions in historic sites in the EU has never been the subject of a systematic approach; therefore, the EC, in its call for research projects (Topic TRANSFORMATIONS-16-2019 Call H2020-2018-2020), has stimulated a careful consideration of all significant factors that operate within the framework of resilience and sustainability. The National Technical University of Athens (NTUA) inaugurated the first semester of the SoPHIA project with the task to coordinate an extensive review of current impact assessment strategies as these appear mainly in Europe, and to compile literature on pertinent research, policies, and best practices in impact assessment of cultural interventions. The sections that follow describe the methodology of the literature review process as well as the main findings of the overall research.@en

This study investigates the proliferation of learning environments in a hybrid educational format as applied to an undergraduate urban planning design studio course in collaboration with Professor Nelly Marda at the National Technical University of Athens’ School of Architecture. The educational setting involved interaction in-class, online and in-situ. The objective was to increase the number and the quality of encounters between all the agents involved in the process: learners with teachers; learners with learners; learners with content; learners with topos.
This particular setup sought to bring together the face-to-face and the online components as complementary to one another in a symbiotic relationship. Hence, online features were integrated
as tools to the knowledge formation process within the existing framework of the design studio. At the same time, the course redesign accommodated activities that occurred within the site with the aim to relate the students with one another and with the place by performing a series of acts of sensory and bodily
cognition.
Through the diverse ways of entanglement students were invited in a continuous dialogue between tacit and explicit knowledge, while the hybrid educational setting that was created combined the physical and the digital in an interchanging relationship. Each component stimulated the knowledge creation process from a different perspective, but it also helped to establish multiple channels for communicating and amplifying this knowledge among teachers and students.@en

This paper examines the potential development of architectural education and its current studio practices through the creation of a new type of course model that involves learner entanglement in multiple networked learning environments. A course model created for the postgraduate course of urban design at the National Technical University of Athens challenged the spatial and the conceptual notions of where and how new knowledge is produced. It did so by creating immersive learning experiences where all the individuals involved in the process and despite their current status could become active learners and renegotiate their presence and their notions in relation to each other and to the rest of the world. Course design draws from the theories of blended and networked learning to create an amalgam of different, yet interconnected learning events. Learners are called upon to interact with each other and with external agents in different physical or virtual settings and with different means and technologies. These include a series of formal or informal encounters within the physical boundaries of the area under examination and with people who are either its immediate stakeholders, or practicing professionals who can offer different insights on how to read and manage it. This is a model that promotes transdisciplinarity, by favoring cooperation in the space in between what is well known and defined. The role of the academy returns to its original immaterial form as cooperation; the studio's placelessness embraces all places as learning spaces. Knowledge production processes in this paradigm reside in the constitution of the network of multiple and conflicting realities where design is a product of experimentation, exchange, dialogue and cooperative work among interacting individuals. Cooperative practices are not simply called upon to facilitate design, but constitute the design praxis themselves as learners are called upon to transverse their networks of connections and meaning to create viable strategies for intervention. @en

This chapter examines the role of silence in design studio teaching as a multiple that assumes more attributes than the mere absence of sound through a series of experimental teaching activities that have taken place as a result of the collaboration between the Urban Emptiness International Network and the School of Architecture of the National Technical University of Athens. It aims to experiment with how silence and listening regulate both human rapports and the production of meaning creatively, allowing time and space for introspection, reflection, communication and reciprocal exchange. The chapter discusses responsiveness as a means of being with others. It also examines some cases in which the project was not approached as a list of uses, materials and diagrammatic realizations. The chapter presents exercises that were part of an experimental approach that aimed to challenge the students’ listening skills.@en

The paper describes a research and practice teaching methodology developed for an urban design studio at undergraduate and postgraduate level and how it transformed the teaching and learning experience. The area considered in both cases was Elaionas: a degraded; chaotic; post-industrial landscape near the Athens centre. The aim was to engage students in city planning creatively using innovative tools of academic research and collaborative field work to interpret and manage urban complexity. A series of transdisciplinary analytic tools were employed for mapping such as tracking technologies and spatial analysis, design software and programming, while at the same time artists engaged students in the lived experience of the place. Live encounters were also realized with public sector representatives and other stakeholders. Course content was set up as a network of researchers and resources where learning is rhizomatic and therefore collaborative and contextual. In this framework, students were required to choose the resources they were interested in pursuing further and to form their own strategies; they were asked to establish connections with the local community; they were also encouraged to share and compare their findings and their respective representations via blogging and social networks thus creating their own creative networked research community. Enhancing communication between students, experts and stakeholders raised student awareness and created an environment of possibilities. As a result, their plans for the regeneration of Elaionas demonstrated a positive attitude by involving local communities and other institutional agents toward the creation of sustainable urban environments. @en

Elaionas is an area of extreme controversy; historically, it was the ancient Athenian olive orchard up until the '50s, when it became intensely industrialized. In later years all major companies were either closed or relocated leaving behind a highly polluted urban landscape full of abandoned buildings and derelict voids. Lack of political initiative and funds along with a rather complicated administration regime that includes numerous stakeholders with contradicting interests have halted the implementation of the related presidential decree along with any plans for redevelopment from private investors. The result was the further degradation of the area and its consequent occupation by marginalized social groups; ethnic minorities, illegal immigrants, gypsies and more recently, 2000 encamped Syrian refugees. The absence of a proper street network and the informal appropriation of land have led to the creation of a chaotic, introvert and uncertain urban landscape, in constant flux that appears to be inaccessible from the outside. The paper presents the creative efforts of the students of an undergraduate and a postgraduate urban design studio in NTUA to map the unjust distribution of land and the current interaction between the different social groups in Elaionas and to use public space as a tool to regenerate the area and establish spatial justice. Students originally perform a systematic reading of the area's social and spatial characteristics which includes in-field workshops, meetings with major stakeholders and experts in various domains and interviews with people that either dwell or work there. They are then asked to critically reflect upon the information they retrieved and prioritize. Their programs gradually reinstate public space to its immediate stakeholders to control land speculation and the impetuous placement of random, left over uses. They also seek to reestablish the lost continuity between Elaionas and Athens while restoring the natural elements of the landscape. @en

Design education is based on a model of instruction that encourages open practices such as team work and group revisions. However, interaction in the design studio is usually conditioned by the predetermined hierarchical rapports that exist between tutors and students, while openness is restricted within the physical and temporal confines of the classroom. In this context, conventional design studio layouts run the risk of reproducing the views and norms of the profession without the critical insight or input of the user and the observer. This paper describes the process of redesign of an undergraduate urban design studio with the aim of extending openness from an operational behavior to a holistic attitude towards design. A blended model was used as a means of expanding studio activities while a network structured communications setting sought to promote student connectivity. Communication was expanded to stakeholders and members of the community involved in the project as well as people from other domains in order to broaden the knowledge base of the studio. Online features and additional face-to-face practices were used in a complementary mode because blending was not limited to the adoption of online modalities but also involved the reconsideration of f2f meetings and the redesign of the studio as a whole. The paper describes the implications the new studio layout has had on the students who attended. Data retrieved from analytics and blog statistics together with the results of a survey conducted upon the studio’s completion reveal that even though blending began as a course objective set by tutors, it was the students who did the blending by choosing the degree of their involvement in the various features offered in the layout. This paper also argues that opening up the educational process to blended formats is directly related to the contemporary professional activity by setting a new framework for design practice.@en