The primary objective of this research is to define a pedagogy framework for architecture Graduate Design Studio. The proposed pedagogy framework pursues the following three principal objectives: The first objective focuses on buildings and landscapes and the interconnection between them. Such connectivity facilitates a ground for walkability. The second goal is to incorporate green elements within buildings and landscapes with regard to increasing the percentage of available green spaces within contemporary and future cities, which may encourage human respect for nature. The third objective promotes the notion that contemporary and future built environments should be envisioned as environments wherein fresh local food can be cultivated, processed and distributed. It incorporates urban agriculture within buildings and landscapes. The Graduate Studio pedagogy focuses on the concept of social sustainability. The three mentioned objectives of the framework are in line with the core concept of social sustainability, which includes improving the well-being and quality of life of contemporary and future urban dwellers. Overall, the Graduate Studio envisions buildings and landscapes as pedestrian environments, as grounds where green elements are incorporated and local fresh food is cultivated. The mentioned framework has been implemented within the Graduate Studio. Four design project samples are presented as successful precedents.

Slum formation is a visible outcome of population growth, rapid urbanization, economic and political policy. Currently, there are approximately one billion slum dwellers, representing approximately thirty percent of the global population. As evident, slums as a critical issue will remain in the upcoming decades. The discipline of architecture should consider the issue of a slum in its curriculum, especially within the design studios. This research attempts to integrate the slum topic within the fourth year undergraduate architecture curriculum and develop a pedagogical framework concerning architectural design projects that focuses on slum topic. The Graduation Research & Preparation (ARC 403) course and Graduation Project (ARC 402) course are modified in order to be responsive to the slum topic. The novelty of the framework can be categorized as follows: the proposed framework is context specific. It is based on an interdisciplinary approach to architecture and ethnography. It utilizes ethnographic tools for collecting data during fieldwork. It values research throughout the design process. A research-based approach prepares young architects for future complex challenges. It requires the young architects to utilize research and build an inventory of collected data, which can guide them during the design process as a reference point. It attempts to increase the awareness of the young architect regarding the discourse on social sustainability. It values social equity, quality of life, and well-being as core indicators of social sustainability and tries to integrate the indicators within the curriculum. The aforementioned indicators can guide young architects to reach strategic decisions to achieve sustainable design solutions.

Evidently, the global population is increasing. A decline in the stock of agricultural land per capita is becoming a global issue. The future agriculture output may need to grow in order to satisfy the future growing demands. Feeding the global population of 9.1 billion by the year 2050 requires growth in global agriculture output by approximately 60% to 110%. Urban agriculture as an alternative solution can reduce the future burden on agriculture sector. As a response to this issue, the interior architecture design studio-V (INT 401) proposes a futuristic vision which is based on the notion of urban agriculture. This vision requires a pedagogical framework to be defined for the interior design studio-V. The proposed pedagogy consists of the following three notions: (1) residential urban agriculture, (2) context-based and culture-based design approach, and (3) social sustainability. The proposed pedagogy follows a futuristic vision that advocates that future interior spaces and adjacent spaces should be capable of cultivating food. The proposed pedagogy tries to integrate the concept of residential urban agriculture within its core. The context-based and culture-based design approach highlights the importance of considering the local context during the design process. The interior design studio pedagogy should be valued, studied, and reflected in local traditions, practices, and values. The proposed pedagogy is based on the threefold schema of social sustainability that comprises development sustainability, bridge sustainability, and maintenance sustainability. The proposed design studio pedagogy highlights the following three points: (1) defining a vision for the interior design studio; (2) the interior design studio should be responsive to the contemporary and future social, environmental, and economic issues; and (3) the importance of considering the local context and reflecting it within the interior design studio pedagogy.

Throughout history, the prison as a physical entity took different shapes, forms and morphs. However, the prison system was hardly ever proven effective and questions about its efficiency and objectives have been a subject of debate. This research suggests that “Prisons” do not only exist physically but also exist as a conceptual phenomenon. The concept of imprisonment was determined through studying distinctive legendary prisons while referring to written literature by Michel Foucault, Gaston Bachelard, and Edmund Bacon. A direct connection between imprisonment and the human detachment from “Nature and Life” was determined. Criteria of the concept of imprisonment were deduced in order to be able to distinguish the existence of the conceptual prison phenomenon from other heterotopic spaces. The research suggests that the concept of prison as a mirror is able to reflect the unspoken factors in the built environment which leads to the reevaluation of the current built environment in urban context. This research suggests the use of the prison criteria as a tool to read the built environment and develop the capability to avoid the phenomenon of imprisonment in urban context as well as individual spaces within the built environment.

This paper addresses the necessary innovative methods for water production and harvesting as a design norm,especially in areas that are facing water shortages both now and in the long term, an example of which is NorthernCyprus Amidst projections forecasting that half of the global populace may confront water scarcity by 2025, and anestimated 700 million individuals could face displacement due to water scarcity by 2030, the imperative to diversifywater-sourcing mechanisms becomes paramount. This paper scrutinizes the intricate challenges engendered by theisland's climatic peculiarities and constricted land resources, underscoring the imperative of formulating sustainablewater management paradigms. It synthesizes extant scholarship on water management in North Cyprus, focusing onparticipatory design methodologies and their ramifications on the societal embracement of novel water technologies.Environmental determinants such as climatic conditions and human factors such as social behavioral patterns andinfrastructure maintenance are factors that have a direct impact on the analysis of water management in multifaceteddimensions. In addition, attitudes, social norms, and perceived behavioral control are effective in social acceptance ofrenewable energy projects in general and, in this paper, innovative water projects. Participatory design in a specialway causes the community to participate receive support.