Pedagogical Insight on Sustainable Nigerian Architectural Education

A Review

Abstract

This study examines sustainable pedagogical trends in evolving Nigerian Architectural Education. Using theoretical data from desk research and case studies on local and international teaching and learning models, the study qualitatively investigates the capacity of the recently-revised Nigerian architectural education curriculum to provide a sustainable pedagogy to train young designers. The study reveals the 2022 Core Curriculum and Minimum Academic Standards (CCMAS) conforms to global best pedagogical practices of holistic design-based learning for young designers who do not always meet real-world industry expectations. Successful implementation of the CCMAS depends on content delivery and guidance of the learning process by educators. The study acknowledges the shortcomings of the CCMAS which currently lacks the integration of updated and consistent technologies to not only improve teaching dissemination and assessment through hybrid channels, but also inspire innovative output. The study recommends the collaboration of design educators and educational regulatory bodies to periodically review design education pedagogies.