INTEGRATING BIOPHILIA IN ARCHITECTURAL DESIGN EDUCATION: AN EXAMINATION OF ITS IMPACT ON STUDENTS' CREATIVITY

Abstract

Architecture, as a continuously evolving creative field, constantly adapts to the changing needs of our society and environment. A significant educational trend that has emerged over the past few decades is the integration of biophilia into architectural education. This approach provides an innovative framework for stimulating the creativity of future architects. This article focuses on exploring how second and third-year architecture students approach the concept of biophilia integrated into the curriculum of their second-semester architectural design studies. The research methodology combines quantitative and qualitative approaches, involving a comparison of data before and after the integration of biophilia in architectural design education. This study, conducted at the University of Sétif 1 in Algeria, involved second and third-year architecture students during the 2022-2023 academic year. The research aimed to assess the impact of this integration on students' creativity using pre- and post-integration surveys involving a sample of 287 students. Additionally, the study analyzed and evaluated 53 student projects by tutors, based on criteria established by Kellert and Calabrese in their work (The Practice of Biophilic Design). The study sought to understand how teaching biophilia influences students' perception of creativity and the quality of their architectural projects. The results of this study revealed a growing awareness of the positive impact of integrating biophilia into architectural education on students' creativity. It also enhanced their motivation to explore innovative architectural solutions in their design projects.

Keywords: Architectural Design, Biophilia, Creativity and Environment, Education, Biophilia Receptivity