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Corresponding Author

Ghanam, Rania

Subject Area

Architectural Engineering

Article Type

Original Study

Abstract

Globalization ignores individuals as the main factor in the process of progress and development. It focuses on physical aspects which help to the emergence of some negative behavioral phenomena in the new urban environments. Alienation and lack of belonging are some examples, and what follows them of social behavioral phenomena. The continued marginalization of the human dimension in architectural education is an essential factor that negatively affects the nature of human being, his character, and the relationship with the society. Architectural education is very related to society and its problems. It has a great responsibility in equipping architects with environmental and social aspects. The architect who can deal effectively with problems and their solutions. There is a clear gap between architectural education graduates’ traits and the real required features that have scientific and applied capabilities. Those qualified architects can achieve contemporary architectural needs that consider the human dimensions in all design stages. So far, there is no evidence about the amount of knowledge that covers human dimensions which are obtained by the students in the field of architecture. The research aims to identify human dimensions that can be incorporated in architectural educational programs, by studying how human dimensions are embedded in the national and international standards of architectural education. human dimensions like the urban safety, community participation, social contentment, and global culture concepts were found to be the most important aspects to be incorporated in the architecture educational programs.

Keywords

architectural education; Human dimensions - Sustainability

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