Document Type : Research Paper
Authors
1 PhD Candidate, Department of Architecture, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 Assistant Professor, Department of Architecture, Science and Research Branch, Islamic Azad University, Tehran, Iran.
3 Associate Professor, Department of urban planning, Science and Research Branch, Islamic Azad University, Tehran, Iran.
Abstract
Abstract
Introduction:
Social sustainability is a fundamental dimension of sustainable development, emphasizing social values, beliefs, and needs to foster a vision of a sustainable society. In the context of architectural education, a lack of attention to social sustainability principles is among the main causes of dissatisfaction with educational spaces. Given that architecture schools are responsible for training future designers, the spatial design of these institutions requires careful review and redesign, with a specific focus on place-based social sustainability as a driver of improved spatial and physical quality.
Methods:
This applied research adopts a mixed-methods approach, combining both qualitative and quantitative data collection and analysis. Data were gathered through literature review and field research, including a survey distributed among students of the Faculty of Fine Arts at the University of Tehran. A conceptual model was developed based on expert theories and literature. The collected data were analyzed using statistical software, employing mean analysis and the Shannon entropy algorithm to identify and prioritize key factors.
Results:
Findings show that students place greater emphasis on non-physical and subjective aspects of the educational environment, particularly those related to a sense of security and belonging. At the same time, physical attributes such as the availability of appropriate facilities, spatial legibility, and accessibility were also recognized as significantly important.
Discussion:
The study highlights the critical role of place-based social sustainability in shaping the spatial and physical quality of architecture schools. It suggests that design strategies that address both tangible and intangible user needs can enhance the overall educational experience. The proposed conceptual model provides a framework for future interventions aimed at improving student satisfaction and long-term engagement with academic spaces.
Keywords
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