This report documents five international webinars convened by the UIA Architectural Education Commission (EDUCOM) between June 2024 and March 2026 under the series title Global Visions: Architectural Education and the Role of the Architect in the 21st Century. Bringing together more than thirty speakers from across all five UIA regions and engaging over four hundred registered participants, the series constructed a cumulative argument: architectural education must be fundamentally reoriented, not simply adjusted at the margins. Successive webinars examined the evolving role of the architect across pedagogy, practice, and policy; emerging global pedagogical trends including radicant design and decolonised curricula; alignment with allied built-environment disciplines; the connection between research, pedagogy, and practice; and socially engaged pedagogies positioning the architect as listener, mediator, collaborator, civic agent, and critical practitioner. The concluding synthesis identifies pathways for change: redefining professional identity, centring the social dimensions of architecture in studio culture, embracing transdisciplinary collaboration, integrating research with teaching and practice, decolonising knowledge systems, and preparing graduates for uncertain futures. The proceedings triangulate EDUCOM's survey evidence and directly informed the revision of the UNESCO-UIA Charter, offering an intellectual record and a foundation for pedagogical and policy reform.
Selma Harrington, Ashraf M. Salama· ABC2: Journal of Architectur...· 0 citations
This report presents the most comprehensive global assessment of architectural education undertaken to date, analysing 345 accredited architecture programmes across 159 countries and all five UIA regions. Commissioned by the International Union of Architects and the UIA Architectural Education Commission (EDUCOM) and conducted between February and June 2025, the survey employs a nine-dimensional analytical framework, spanning curriculum structure, accreditation, faculty profiles, student outcomes, facilities, pedagogy, engagement, sustainability, and internationalisation, complemented by ten cross-cutting thematic lenses derived from the Commission's webinar series. Findings reveal a discipline at a contradiction point: allied-discipline integration is near-universal (99%), SDG alignment substantial (88%), and sustainability embedded in over 90% of curricula, yet health-centred design (22%), decolonised pedagogy (29%), and the architect's evolving professional identity (38%) remain marginal. The analysis reveals four systemic challenges: weak accountability and transparency, a widening digital infrastructure divide, the unfinished agenda of culturally plural and health-oriented curricula, and the gap between proclaimed professional values and curricular practice. The report concludes with a vision for architectural education that is empirically accountable, technologically equitable, culturally plural, and civic in orientation, providing an evidence base to inform curriculum reform, accreditation policy, and international collaboration worldwide.
Ashraf M. Salama, Selma Harrington, M. Patil· ABC2: Journal of Architectur...· 0 citations
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