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Testing a Digital Sustainable Regenerative Teaching Framework in an Architectural Undergraduate Design Studio

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  • Emanuele Naboni

    (Departamento de Construcciones Arquitectónicas 1, Instituto Universitario de Arquitectura y Ciencias de la Construcción, Universidad de Sevilla, C/Reina Mercedes 2, 41012 Sevilla, Spain
    School of Architecture and Interior Design, Canadian University Dubai, City Walk, Dubai P.O. Box 117781, United Arab Emirates
    Institute of Architecture and Technology, Royal Danish Academy, Philip de Langes Allé 10, 1435 Copenhagen, Denmark
    Norman Foster Institute, Fundación Norman Foster, Calle de Monte Esquinza 22, 28010 Madrid, Spain)

  • Simona Azzali

    (School of Architecture and Interior Design, Canadian University Dubai, City Walk, Dubai P.O. Box 117781, United Arab Emirates)

  • Massimo Imparato

    (School of Architecture and Interior Design, Canadian University Dubai, City Walk, Dubai P.O. Box 117781, United Arab Emirates)

Abstract

We are confronted with an urgent imperative to transition from merely minimizing harm to developing sustainable, regenerative, and net-positive solutions that systematically restore ecosystems, achieve decarbonization, and enhance health outcomes. This study presents a phased Digital Sustainable Regenerative Design Studio framework, which was implemented in a third-year architecture studio at the Canadian University of Dubai. This methodology incorporates bespoke environmental simulation tools alongside quantitative metrics for climate adaptation, biodiversity, carbon sequestration, and health outcomes to inform creative design solutions. The students devised interventions across 20 urban plots in Dubai. A comprehensive analysis, encompassing real-time engagement with computational tools, reflective journals, feedback sessions, project analysis, and surveys, was conducted to assess the framework’s effectiveness in enhancing students’ comprehension of regenerative design and to examine their responses to complex, interdisciplinary challenges. Key findings reveal improved student performance in applying regenerative design principles and the formulation of strategies for climate-adaptive urbanism. The results suggest that this educational framework has the potential to influence and enhance pedagogical approaches, fostering architects committed to advancing sustainable, regenerative, and climate-adaptive urbanism.

Suggested Citation

  • Emanuele Naboni & Simona Azzali & Massimo Imparato, 2025. "Testing a Digital Sustainable Regenerative Teaching Framework in an Architectural Undergraduate Design Studio," Sustainability, MDPI, vol. 17(11), pages 1-27, May.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:11:p:5004-:d:1667568
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    References listed on IDEAS

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    1. Naboni, Emanuele & Natanian, Jonathan & Brizzi, Giambattista & Florio, Pietro & Chokhachian, Ata & Galanos, Theodoros & Rastogi, Parag, 2019. "A digital workflow to quantify regenerative urban design in the context of a changing climate," Renewable and Sustainable Energy Reviews, Elsevier, vol. 113(C), pages 1-1.
    2. Ahmed Mohamed Shehata, 2022. "Current Trends in Urban Heritage Conservation: Medieval Historic Arab City Centers," Sustainability, MDPI, vol. 14(2), pages 1-30, January.
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