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The present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.

Different research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.

The study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.

The research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.

As faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.

This paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

Passive design strategies contribute to improving indoor comfort conditions and reducing buildings' energy consumption. For several years, courtyards have received wide attention from researchers because of their significant role in reducing energy demand. However, the abundance of multi-story buildings and the courtyards' incompatibility with them, the courtyard is currently limited. Therefore, it is necessary to search for alternatives. This paper aims to bridge the gaps in previous limited studies considering skycourt as a passive alternative on the vertical plane of the facades in contrast to the courtyard.

This research presents an overview and a bibliometric analysis of the evolution of the courtyard to the skycourt via VOSviewer software and the bibliometrix R package.

The research provided various concepts related to skycourt as a promising passive design strategy, which can be suitable for multi-story buildings, starting with its evolution, characteristics, configurations, benefits, and challenges.

The findings can urge designers, researchers and policymakers to incorporate such an important passive alternative.

Researchers, instructors, educational specialists, faculty members, and decision-makers can provide design motivation for skycourt in buildings, in addition to achieving awareness about skycourt and its significant benefits and its role as an important passive design strategy.

The research highlights the possibilities of the skycourt and its role as a passive design element as an extension of the courtyard in addition to identifying design indicators that help designers determine the appropriate designs.

Since the teaching of architecture is now carried out in architectural studios with the critique session as the core of its assessment, the aim of this paper is to analyse architecture students’ attitudes, satisfaction levels and experiences in terms of different critique and assessment methodologies.

The study relies on two main approaches – the literature and questionnaire survey. In addition, the study relies on the author’s personal observations in design studio teaching and as a practitioner of the method.

It is important to establish clear goals for design critique and assessment and to include different critique methodologies – self critique, peer critique, group critique and professional critique. All such methodologies should be undertaken in an interactive environment that facilitates communication and exchange of scholarly thoughts among students, instructors and other professionals.

The study involves the investigation of students’ responses and reactions to the various critique methodologies and their underlying practices in the context of Egypt. This is based on the questionnaire survey undertaken by the author in 2016. The questionnaire is designed to generate both qualitative and quantitative data.

This study aims to understand the students’ perspective about their design experiences with regard to studio-based learning and its impact on their education.

While the topic of design critique about students has been studied heavily in the Western world, there is a lack of similar information in most Egyptian universities. To fill this gap, the Architecture Program at Port Said University was closely observed.

The impact of the coronavirus disease 2019 (COVID-19) pandemic on architectural education (AE) was investigated, and a framework was proposed to reduce the impacts' negative consequences.

Systematic literature review, bibliometric and content analyses were combined to gain an in-depth understanding of the effects of the pandemic on AE and projections for its future. Relevant documents were extracted from the Web of Science (WoS) database. Bibliometric connections in the context of AE and COVID-19 pandemic were explored using text-mining and content analysis was performed.

The challenges, development tendencies and collaboration networks in AE during the pandemic were quantitatively and qualitatively analyzed. The most influential articles, journals, authors and countries/regions were highlighted using a bibliometric analysis. The analysis of keyword tendencies and clusters indicates that new concepts have emerged in AE research during the pandemic involving online, in-person and hybrid education. Using content analysis of 57 subtopics, 39 (18) were categorized as having negative (positive) effects. A comprehensive mitigation framework was designed to reduce the impact of the pandemic on AE.

The study findings can enable practitioners to construct effective solutions to COVID-19- and other disaster-related problems regarding AE. The implications, obstacles and mitigation framework presented can help identify gaps in the literature and guide further research.

This paper presents the first bibliometric and content analysis of AE and COVID-19 pandemic-related studies published from January 2020 to June 2022 to highlight several research directions and academic development within the field.