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This study explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students' classroom preferences in the project lifecycle. The findings put forth figures that compare two forms of design communication in the two classroom types in terms of their contribution to design development. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters with the instructors and fellow students in the physical classroom. It is asserted that the future design studio will be an integrated learning environment where both physical and virtual encounters will be presented to the student. Utilizing the positive aspects of both communication techniques, a hybrid setting for the design studio is introduced, comprising the physical classroom as well as the virtual one. The proposed use for the hybrid setting is grouped under 3 phases according to the stage of the design process; as the initial, development and final phases. Within this framework, it is inferred that the design studio of the future will be an integrated form of space, where the physical meets the virtual.

Whether in school buildings or university campuses the educational process involves many activities that include knowledge acquisition and assimilation, testing students' motivation and academic performance, and faculty and teachers' productivity. The way in which we approach the planning, design, and our overall perception of learning environments makes powerful statements about how we view education; how educational buildings are designed tells us much about how teaching and learning activities occur. Concomitantly, how these activities are accommodated in a responsive educational environment is a critical issue that deserves special attention. While it was said several decades ago that a good teacher can teach anywhere, a growing body of knowledge-derived from knowledge on “evidence-based design” suggests a direct correlation between the physical aspects of the learning environment, teaching processes, and learning outcomes. In its commitment to introduce timely and pressing issues on built environment research, Open House International presents this special edition to debate and reflect on current discourses on sustainable learning environments.

This study aims to outline the transformative impacts of technological developments (TD) on architectural education (AE). The focus is on studying the dynamics of convergence and erosion, aiming to understand the impact of current digital transformations such as the COVID-19 pandemic, sustainability considerations and technology integration on AE.

A scientometric analysis and bibliometric search were performed to understand the current knowledge in the field. The Web of Science (WoS) was selected for its comprehensive collection of significant research articles and integrated analytical tools for generating representative data. The study involved an extensive bibliometric analysis of 131 journal articles on TD in AE from 2000 to 2023. Subsequently, the VOSviewer software was employed to illuminate the transformative impacts of technological advancements on AE. Robust methodologies, including citation analysis and co-citation networks, unravel quantitative dimensions such as publication trends, influential authors, prolific journals, geographic distribution and prevalent themes or technological domains within the discourse.

The findings reveal significant evolution in AE due to TD, with notable shifts influenced by factors such as the COVID-19 pandemic, sustainability concerns and the integration of modern technologies. Key findings include the increasing adoption of online platforms and technologies like Building Information Modeling (BIM), the crucial role of design thinking methodologies and the recognition of innovative modules such as architectural photogrammetry and augmented reality (AR) applications. Furthermore, keyword clusters were classified into six groups: “AE pedagogy and curriculum development,” “Development of architectural design process and studio,” “Educational approaches and digitalization in architectural design,” “Transition to online AE,” “Development/emergence of photogrammetry at architectural education” and “use of AR.”

Although several studies have addressed TD in AE from various perspectives and methods, they have yet to investigate the subject using scientometric analysis from a holistic perspective. A holistic exploration of TD in AE still needs to be improved in the existing literature. In contrast to previous investigations, this study is the first to leverage the quantitative analytical capabilities of VOSviewer. The originality lies in uncovering quantitative dimensions such as publication trends, influential authors and prevalent themes, providing a comprehensive understanding of the nuanced dimensions of this evolving intersection.

By drawing on 18-month ethnographic fieldwork conducted among people who participate in state-regulated games of chance in Istanbul, during the recent Turkish economic crisis in 2021–2022, and engaging with scholarly work on the anthropology of Turkey, economic anthropology and local media and grey resources, this article illustrates the rise of cryptocurrency trading in Turkey. This article shows how my participants situated the cryptocurrency trading within their own techniques to ameliorate financial volatility and to compensate their mistrust in governmental financial institutions during times of economic turbulence. Cryptocurrency trading was viewed as an investment technique that assists in accumulating savings for ensuring the future amid fluctuating national currency and polarized political realities. Meanwhile, cryptocurrency trading was also identified as a game of chance that swings between hinging on luck or skill, and the research participants debated if cryptocurrency trading is permissible in Islam (Halal) or forbidden. Therefore, this article suggests that cryptocurrency trading, although on the rise, is still a contested topic in which the boundaries between perceptions and practices of investing and gambling are blurred within the Turkish context. The controversy of the cryptocurrency trading emerges from the polarized public attitudes and the dissonance between traditional ideals, that condemn easy money and emphasize the value of hard work, in contrast to the neoliberal realities of capitalistic modes of accumulation that encourages speculation over production.