Architectural Design Activism Education: Empirical Validation and Prioritization of Conceptual Factors Using Expert Consensus and Quantitative Methods
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Abstract
Objective: This study aims to develop and empirically validate an enhanced conceptual model for activism-oriented architectural design education, improving upon the authors’ previous model by incorporating data-driven prioritization of influential factors.
Methods: A mixed-methods approach was adopted. First, qualitative findings from an earlier study were used to identify forty indicators categorized into four conceptual clusters: individual, educational infrastructure, societal phenomena, and educational system components. Expert consensus was examined through three Delphi rounds and Kendall’s W statistics. Instrument validity and reliability were confirmed. Non-Negative Least Squares (NNLS) regression followed by the Technique for Order of Preference by Similarity to Ideal Solution (TOPSIS) analysis were applied to assess and rank the factors based on their positive influence.
Results: Findings indicated strong expert agreement on factor importance (Kendall’s W = 0.705 in the final round). Experiential learning, critical inquiry, performance assessment, creative studio environment, and social responsibility were identified as the most influential factors in strengthening activism competencies in architectural design education.
Conclusion: The updated conceptual model serves as a data-driven decision-support tool for enhancing architectural curricula toward socially responsible outcomes. It also establishes a foundation for developing supervised AI-based assessment models to evaluate students’ activism learning potential in future research.
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