Abstract

Rapid globalization, changing fluctuating market economy and deteriorating social and climatic conditions have made their imprint on the profession, practice and education in architecture. In practice and profession, the dominance of research and technology, in terms of materials, modeling software, compliance with energy, smart and sustainability standards, and the role of developmental and financial agencies are felt. In academics multicultural and heterogeneous student groups exist in mass education and compounding problems of lack of qualified faculty members, research and almost no participation of industry along with obsolete pedagogy, churn out ill-prepared graduates to address complex design issues. Complexities vary from technological, social, behavioral and age-friendliness, use and management of energy and resources, lack of qualified labor force, changing politics and policies, increasing cost of construction and materials, risk and accidents and creation of sustainable, Age-friendly and smart built forms and infrastructure. Increasing obsolescence levels of contemporary educational systems in terms of pedagogy, instructional tools and academic and support spaces are a matter of immediate concern.

Contemporary architectural education is yet to respond accountably to the needs of multicultural, globalized societies, in imparting learner empowerment. Studies on the problems of classroom communication reveal the importance to develop appropriate graphic tools for classroom communication in order to generate and sustain learner participation and empowerment. This fact remains true in ‘diffusion of research and developmental results to general public’. Concerted efforts of professional, research, governmental, and educational institutions are required to impart appropriate education that emphasizes ‘learning and empowerment, over teaching’ in graduates. Major revamping in pedagogy and research are suggested for imparting relevance and learner empowerment to facilitate long term survival of the profession of architecture.

Keywords: Classroom communication; Heterogeneous; Learner empowerment; Interaction; Pre engineered buildings; Pedagogy; Curriculum