Abstract
Abstract
The Sustainable Development Goals have given directions to multidisciplinary approaches for designing cities and communities. A comprehensive, integrated approach is essential for fostering a profound synergy that extends well beyond the project‘s confines. This has been questioned about how to create a framework of architectural design studios helping students experience the integrative design process and redefine the roles of architects. This paper is to share insights from teaching ‘Regenerative Architecture’ seeking to create positive impacts through a system thinking approach. Objectives include understanding regenerative built environments and holistic design processes adaptable to local contexts. The framework of the design methodology of the studio is set in four phases: 1) reviewing environmental development and performance; 2) establishing an environmental story; 3) exploring design alternatives; 4) developing a design proposal. Various teaching methods were applied as per the contents of each phase. There are three main findings based on observation on students’ outcomes and feedback. First, appropriate assessment tools enhance students’ grasp of integrative design process. Second, successful case studies encourage students to build constructive questions in the holistic design process. Third, a studio syllabus dividing research and design separately was not much effective for consistent and progressive design outcomes.