In the past decade, Doha has witnessed fast-urban growth, an increased population rate, and an over-reliance on the automobile as the main mode of urban transportation. These factors caused social and environmental problems related to (1) the loss of a compact urban pattern, (2) an increased level of air pollution (3) high traffic congestions and (4) increasing landscape fragmentation. In consideration of such concerns, The State of Qatar invested large funds into the urban landscape development of Doha, as envisioned by Qatar National Vision 2030. As a result, in the past five years various parks and/or green areas, such MIA Park, a major public green space located around the Museum of Islamic Art (MIA), were planned and developed within metropolitan Doha. The authors argue that this park is currently facing issues and challenges related to (1) accessibility to/from the neighboring districts, and (2) connectivity to/from the neighboring parks. Therefore, this research study aims at assessing the existing conditions of MIA Park, at considering the broader city context and, at recommending strategies for implementing MIA Park’s green network system. It approached the investigative challenge using a multi-pronged comprehensive methodology, that deployed focus groups, semi-structured interviews and a comprehensive network analysis based on graph theory. The findings, revealed through these hybrid research tactics, allowed the researchers to generate a framework to enhance accessibility and connectivity of MIA Park through a green network system, planned at inter-related neighborhood-scale and city-scale levels. While the research examines most notably a single case, it is advocated that the proposed framework represents not just an optional feature pertaining to the case in Doha, but a valuable reference for the sustainable master planning of future cities in the State of Qatar and across the GCC. The paper proffers numerous key contributions, including the critical exploration of manufactured landscapes in Doha Qatar and the delineation of broadly applicable environmental design strategies to improve the fabric and livability of cities.

During the past two decades, Qatar, a developing country, has invested heavily in infrastructure development to address several challenges caused by the rapid urbanization. Qatar has made a significant step toward its urban sustainability vision through the construction of the Doha Metro system. By adopting Transit-Oriented Development (TOD), Qatar is overcoming some urban challenges. TOD promotes compact, walkable, and mixed-use development around the transit nodes, which enhances the public realm through providing pedestrian-oriented and active spaces. Additionally, Qatar aims to transfer to a knowledge-based economy through developing an environment that will attract knowledge and creative human power. Qatar Foundation is taking the lead toward implementing a Knowledge-Based Urban Development (KBUD) through its flagship project: Education City (EC). This study aims therefore to evaluate the integration of TOD and KBUD strategies to leverage the potential of TOD in attracting knowledge and creative economy industries. The selected case study is Qatar National Library (QNL) metro station at the EC in Doha. The study examines the potential of QNL as a destination TOD to enhance the area's mission as a driver for a knowledge-based economy. The methodological approach is based on the analytical concepts obtained from the Integrated Modification Methodology as a sustainable urban design process. The study’s results revealed that void and function, followed by volume, are the weakest layers of the study area's Complex Adaptive System which require morphological modification to achieve sustainability and a knowledge-hub TOD. The study offers recommendations to assist planners and designers in making better decisions toward regenerating urban areas through a knowledge-hub TOD contributing to the spill out of knowledge and creativity into the public realm creating a human-centric vibrant public space adjacent to metro stations.

Purpose: The purpose of this paper is to explore three diverse case studies in higher education that provide learners with innovative, disruptive and potent ways of seeing, thinking and acting. It considers pedagogical structure and phenomenological dimensions over an array of study abroad and immersive learning conditions. This paper illustrates rich and impactful ways that learning can unfold, including the unintended consequences of education that opens eyes, changes perspectives and builds empathy. Methodology: This paper deploys a case study method whereby three unique programs for studio education are critically considered/analyzed. The research connects cases and delineates approaches in environmental design, whereby greater understanding and deeper knowledge can be attained. Findings: This paper, through study of cases of immersive learning, reveals effective ways in which studio teaching can serve to heighten sensitivity, construct rich self/world views and render visible more profound knowledge. Such knowledge transcends disciplinary boundaries and professional borders – encompassing a fuller spectrum of awareness that includes the social, the cultural and the spiritual. Research limitations/implications: This paper investigates studio-based graduate education in Environmental Design, with a particular focus on Architecture/Planning. As such, there are limitations to the applicability of discoveries and revelations. That said, the general model for teaching and learning may have value across disciplines well beyond those examined in the current research. Practical implications: In an increasingly complex world, where cultures and values routinely collide, the research presents pedagogical approaches that promise to erode walls, dissolve barriers and counter fragmentation. The case studies illustrate effective ways to heighten learning beyond the ethos of traditional classes and conventional classrooms. Originality/value: This paper proffers bold creative models for teaching that defy everyday strategies. It encourages moving students to places/spaces, both concrete and abstract, that challenge their assumptions, test their capabilities and permit exceptional personal/professional growth.

Contemporary built environment discourse increasingly emphasizes participation, diversity, and inclusiveness; however, children, despite being primary users of schools, housing, healthcare facilities, and public spaces, remain systematically excluded from design decision-making. This exclusion limits the range of lived experiences that inform architectural outcomes. As a result, environments intended for children are often shaped without fully recognizing their perspectives. This paper reconceptualizes children as co-designers and frames participation as a process of reciprocal value creation – simultaneously benefiting children and enhancing the environments they help shape. Adopting a conceptual research approach, the study reviews key participatory frameworks, including rights-based and methodological models, to synthesize ethical, democratic, and practical perspectives on engaging children as active contributors in design processes. These conceptual foundations are examined alongside international case studies that ground theory in practice. The findings critically position children’s meaningful participation through two complementary lenses: child-centered value (rights realization, equity, experiential knowledge recognition, and empowerment) and design-centered value (subjective design quality and objective environmental performance indicators). Embedding children as co-designers therefore requires structural commitment across practice, policy, research, and education, positioning participation as a transformative paradigm for more inclusive, resilient, and humane built environments.

From the rising skylines of urban metropolises to the serene sanctuaries of parks and rural retreats, architecture not only frames our physical spaces but also shapes our mental, emotional, and physical wellbeing, intertwining human health with the built environment. The present paper chronicles the transformative educational journey of a second-year undergraduate architecture studio cohort, born from the prestigious 2024 OBEL Foundation Fellowship, and aimed at exploring the intersection of architecture and wellbeing. Centered at the remote Himalayan Kingdom of Bhutan, celebrated for its pursuit of Gross National Happiness (GNH), the studio's pedagogy sought to integrate principles of wellbeing into architectural design. Employing a mixed method approach, students delved into redesigning primary schools in rural settlements in the town of Phuentsholing. Through site visits, including to the rustic village of Merak, students engaged meaningfully with local communities to gather insights on both happiness and wellbeing. Guided by design principles informed by environmental psychology, personal reflections shared in mindfulness circles, and contemplative walks, the students deepened their understanding of the profound links between built environments and our human condition. The course included a curated series of online lectures and a full day hands-on workshop (for the entire department of architecture, including faculty members), entitled "Designing for Eudaimonia" - featuring international experts discussing diverse perspectives on wellbeing in architecture. Culminating in the presentation of final designs, each set of deliverables represented a compelling testament to students' journeys of discovery and growth. This paper showcases select student projects, along with pertinent data collected from the course village tour, highlighting the successful teaching of a studio course focused on wellbeing in the School of Architecture in Bhutan. Additionally, the paper interprets data collected at and discussions ensuing within the lecture series and the workshop, aiming to inform future similar courses at other universities. This Wellbeing Studio paves the way for a new era of architectural pedagogy, championing a more holistic approach that prioritizes human wellbeing in design practice. This pioneering studio signifies a paradigm shift, driving the architectural discipline towards a future where design fosters health, happiness, and equity for all. Additionally, as part of its broader aim, this paper highlights the importance of injecting principles of wellbeing and health into architectural pedagogy. This integration cultivates a more humanistic field where compassion, empathy, self-identity, and transcendence, all play pivotal roles in pursuing 'peak experience' where happiness and wellbeing reside, as Maslow delineated in his seminal pyramid. By embracing such principles, this studio serves as a beacon illuminating paths towards a future where architecture is not merely functional but transformative – with the capacity and agenda of nurturing the wellness, happiness and wholeness of all.

The preservation of cultural heritage in Bhutan, the Himalayan Kingdom renowned for its pristine environment and minimal tourism, extends beyond mere historical conservation -- it is intricately and intrinsically linked to the well-being of its communities. Rooted in the principles of Gross National Happiness (GNH) and the preservation of cultural identity, this dedication not only honors the nation's rich history but also serves as a vital catalyst for cultivating holistic well-being, psychological health, and societal harmony. Recognizing the profound significance of cultural heritage and its living expression, the Department of Culture and Dzongkha Development (DCDD) initiated three comprehensive training courses commencing in February 2022. These training sessions aimed to equip participants with the necessary knowledge and skills for effective conservation efforts, underscoring the department's commitment to preserving Bhutan's cultural legacy and enriching the quality of life for its citizens. The present paper explores recent training initiatives spearheaded by DCDD in February 2024, aiming to accelerate cultural heritage conservation efforts. It also intends to address the following question: How does the preservation of cultural heritage in Bhutan contribute to the well-being of its communities, and what are the implications for sustainable development initiatives? Through meticulously crafted sessions blending theoretical insights with practical experiences, participants, including architects and civil engineers, embarked on a transformative journey guided by esteemed national and international experts. Notably, two of the authors (one as the first foreigner taking this course) were participants in the most recent training, providing unique insights into the experience. Immersion in lectures, practical individual and group activities, as well as site visits to cultural landmarks enriched participants' understanding of Bhutan's cultural tapestry and living heritage, building empathy and instilling appreciation for its dynamic expression. Upon completion, participants emerged equipped with the skills and knowledge to contribute meaningfully to heritage conservation endeavors, as well as demonstrating profound appreciation for cultural heritage's pivotal role in nurturing the quality of life of Bhutanese citizens, including those who are directly in contact with and use the buildings. Their collaborative efforts culminated in detailed reports and presentations, showcasing the tangible outcomes of the training program. In this paper, the authors offer a thorough examination of the training programs, particularly focusing on the most recent one, while also drawing insights from other successful projects conducted by DCDD. By analyzing qualitative and quantitative data, the paper illuminates the symbiotic relationship and intricate connection between cultural heritage conservation and community well-being. The significance of this relationship is often underestimated in conventional conservation dialogues. However, in light of Bhutan's distinctive emphasis on GNH, which prioritizes holistic well-being over mere economic prosperity, acknowledging this connection is vital. Furthermore, recognizing the rich interplay between the two facets is crucial for enhancing the efficacy of conservation endeavors in Bhutan and globally. By prioritizing the interconnectedness of cultural heritage and well-being, the authors aspire to contribute to the advancement of sustainable development paradigms that emphasize the flourishing of both living heritage and human welfare. Additionally, the prospective integration of this course into the curriculum of architecture students at the College of Science and Technology (CST) in Bhutan underscores a dedication to fostering cultural heritage awareness among future generations. Although preliminary, this study lays a compelling foundation for forthcoming initiatives in Bhutan and beyond. It aims to inspire and inform endeavors aimed at celebrating design excellence, conserving cultural heritage, and enriching community well-being.