Explaining the Process of Forming the Teaching–Learning Model of Specialized Architecture Courses in Art Schools Based on a Qualitative Grounded Theory Approach
Keywords:
Teaching-learning, architectural education, art school, data-based theory, educational modelAbstract
Purpose: The present study aimed to explain the process of forming a teaching–learning model for specialized architecture courses in art schools based on experts’ experiences using a grounded theory qualitative approach.
Methodology: This applied qualitative study was conducted using grounded theory methodology. Data were collected through semi-structured interviews with 21 participants, including architecture education experts, experienced vocational school teachers, and university faculty members. Participants were selected through purposive sampling, and sampling continued until theoretical saturation was achieved. Data analysis was conducted simultaneously with data collection through open, axial, and selective coding procedures. Trustworthiness was enhanced through member checking, constant comparative analysis, prolonged engagement with data, and systematic documentation of research procedures.
Findings: Findings indicated that effective teaching–learning formation in specialized architecture courses emerges from the dynamic interaction among causal conditions, contextual factors, and intervening variables. Teachers’ professional competencies, learning environments, innovative pedagogical approaches, and alignment of education with real architectural practice were identified as key determinants of meaningful learning development. Strategies such as project-based learning, integration of theoretical and practical instruction, and process-oriented assessment contributed to deeper learning, enhanced creativity, increased student motivation, and improved educational quality. “Meaningful and profession-oriented teaching–learning” was identified as the core category of the paradigm model.
Conclusion: The study concludes that effective architecture education in vocational art schools requires a shift from traditional teacher-centered instruction toward experiential, project-based, and profession-oriented learning models, and the proposed model provides a practical framework for improving educational quality and aligning instruction with professional and educational transformation requirements.
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Copyright (c) 2026 Parisa Allahmoradi (Author); Gholamreza Talischi; Omid Dezhdar (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
