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This research is oriented to the need for new ideas related to the concept of a green campus that respond to climate change. The concept is simulated with a campus area in Indonesia, a country that requires a lot of school planning for human resource development that requires clean, renewable energy and zero emissions in a humid tropical climate.

The research was carried out in a mixed qualitative-quantitative method using field observations and literature studies through an approach to developing a pedagogical pattern of cognitive, affective and psychomotor, relevant theoretical studies and comprehensive analysis of all variables and aspects. Analysis through the parameter matrix of green buildings and green campuses to produce a zero emission and energy efficient campus area concept.

The concept of an integrated campus area model that can holistically save energy optimally and free from emissions and can produce graduates who are aware and have high cognitive, affective and psychomotor competencies toward environmental conservation efforts. Green campus design is not only physical design, but needs to be integrated with green curriculum content.

The limitation of this research is in the scope of architectural and environmental sciences.

The practical implication of this research is a new green campus concept that is environmentally friendly and sustainable in a hot-humid tropical climate.

This research revives the cognitive, affective and psychomotor competencies of human individuals at the highest level to equip the ability to repair and maintain the environment. The research resulted in a refinement of the green campus concept that was integrated into the curriculum.

A holistic and integrated green campus concept between the development of campus area design and human development aspects.

The objective of this article is to articulate a research agenda in architecture and urbanism by reviewing the contributions to Archnet-IJAR: International Journal of Architectural Research from 2022 to 2024. The article aims to develop a robust classification into established, evolving and emerging knowledge spaces. Such a classification seeks to offer insights into the role Archnet-IJAR plays in shaping current and future global research trends in architecture and urbanism.

A combination of bibliometric and textual analysis was employed, utilising tools such as VosViewer and Infranodus to map thematic structures and research trends. The examined articles were categorised into established, evolving and emerging knowledge spaces to assess how the journal dynamically adapts to and reflects global shifts in architectural and urban discourse. This classification offers a strategic lens into the influence of Archnet-IJAR on research trajectories and shaping the future landscape of scholarship in architecture and urbanism.

The study identifies three primary areas of discourse: sustainability and resilience, technology and innovation, and community-centred design. Key trends include the rise of AI and smart technologies, the impact of the COVID-19 pandemic on design strategies, and the integration of SDGs into architectural education and practice. Established knowledge spaces such as urban morphology and cultural heritage remain foundational while evolving spaces such as sustainability and resilience are gaining prominence. Emerging spaces such as smart technologies and bioclimatic architecture appear to be the future trajectory of research in the field.

The study focuses on three years (2022–2024) of analysing Archnet-IJAR content within an overarching contextualisation over the past decade. However, this may not capture longer-term trends.

The study presents a critical classification of architectural and urban discourse, highlighting the evolving nature of the field in response to global challenges. The notion of the knowledge spaces as a unique conceptualisation that integrates various thematic areas is emphasised.