Self-Learning's Impact on Climate Knowledge in Architecture Students

Self-directed educational technologies are a pivotal element in enhancing students' ability for autonomous and independent learning, as well as in developing their skills in analyzing environmental issues and sustainable design. This study aims to highlight the role of self-learning in architectural education in promoting climate literacy and developing sustainable design skills among students. Problem-solving and decision-making based on dynamic climate variables are considered fundamental goals of self-learning in this field, contributing to the preparation of a generation of innovative architects capable of designing environmentally sustainable and resilient buildings. This study aimed to examine the differences in self-learning skills among architecture students based on variables such as academic level (third year versus fifth year) and nationality (Syrian versus Arab countries) by distributing questionnaires on social media platforms (Appendix 1). The T-Test was used to analyze the significance of differences between the different groups. The results indicated statistically significant differences between third-year and fifth-year students in the practice of certain self-learning skills, such as organized self-learning, problem-solving, and adaptability. The findings favored fifth-year students, suggesting that selecting samples from different academic years reflected substantial changes in acquired skills and knowledge. This approach helped assess the impact of academic progress on the development of these skills. The study revealed no statistically significant differences between Syrian students and students from other Arab countries, indicating that educational methods do not support the climatic knowledge aspect. Therefore, the study recommends reassessing architectural design education methods in light of natural disasters and advancements in artificial intelligence.