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 constitutes a pivotal dimension of sustainable development, emphasizing social values, human needs, community cohesion, and well-being. In the context of architectural education, inadequate integration of social sustainability components often leads to reduced student satisfaction and suboptimal interaction with learning environments. Architecture faculties, as formative spaces for the development of future designers, necessitate strategic design approaches that optimize both functional and psychosocial qualities of space, fostering a sense of attachment, security, and prolonged engagement among users.
Methods:
This applied-developmental research employed a mixed-methods design, combining quantitative and qualitative approaches. Data were collected through systematic literature review and field surveys utilizing structured questionnaires among students of the Faculty of Fine Arts, University of Tehran. A comprehensive conceptual model was developed grounded in both theoretical frameworks and empirical insights from domestic and international experts. Quantitative analyses were performed using mean-based aggregation and the Shannon entropy algorithm, executed via statistical software, to determine the relative weight of each social sustainability component and its contribution to perceived spatial quality.
Results:
Analysis revealed that students prioritize intangible, cognitive, and affective dimensions—such as perceived safety, sense of belonging, and psychological attachment—over purely physical attributes. Nevertheless, the adequacy of discipline-specific facilities, spatial accessibility, legibility, and functional organization significantly influenced their overall satisfaction and engagement. The results highlight the critical interdependence between physical and psychosocial elements in shaping perceptions of spatial quality within architectural educational environments.
Discussion and Conclusion:
The study underscores the essential role of place-based social sustainability in enhancing spatial quality and user experience in architecture faculties. Integrating social sustainability components into the design and planning of educational spaces can significantly improve user engagement, continuity of presence, and social interaction. The proposed conceptual framework provides an evidence-based guide for architects, educators, and facility planners to design learning environments that are socially responsive, psychologically supportive, and functionally optimized.
Keywords:Social sustainability, Place-based design, Spatial quality, Architectural education, User engagement, Shannon entropy
Keywords
Main Subjects