Tracing live projects in architectural education: a systematic review of experiential learning practices

Mohammed Fawzi Ragheb, Rowaida Rashed, Ayat Ismail, Mohamed Abdelkarim Salheen

Abstract


This paper discusses the growing role of live projects as experiential learning practices in architectural education. It aims to explore how live projects are conceptualized, implemented, and integrated into design curricula across diverse contexts. Employing the PRISMA 2020 framework, the study systematically reviews literature from major academic databases. Three key findings emerge: live projects enhance student learning by linking theory with practice, promote social engagement through community collaboration, and support interdisciplinary, context-responsive education. Limitations include a lack of longitudinal impact studies and inconsistencies in terminology and assessment. Drawing from the discussion and conclusion, the paper contributes a synthesized understanding of live project pedagogy, identifies operational and pedagogical challenges, and highlights their potential to reshape architectural education. It also calls for more rigorous research, sustainable institutional support, and broader adoption of live projects as a transformative model that aligns academic learning with professional and societal responsibilities.


Received on, 04 April 2025

Accepted on, 27 April 2025

Published on, 08 May 2025


Keywords


Design-build; Community engagement; Pedagogy; Systematic review; PRISMA; Service learning

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References


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DOI: https://dx.doi.org/10.21622/resd.2025.11.1.1293

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Copyright (c) 2025 Mohammed Fawzi Ragheb, Rowaida Rashed, Ayat Ismail, Mohamed Abdelkarim Salheen

Renewable Energy and Sustainable Development

E-ISSN: 2356-8569

P-ISSN: 2356-8518

 

Published by:

Academy Publishing Center (APC)

Arab Academy for Science, Technology and Maritime Transport (AASTMT)

Alexandria, Egypt

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