Flora Fakourian - The School of Architecture and Environmental Design, Iran University of Science & Technology, Tehran, Iran.
Mahdi Hamzenejad - The School of Architecture and Environmental Design, Iran University of Science & Technology, Tehran, Iran
Mehdi Khakzand - Iran University of Science & Technology, Tehran, Iran

In architecture education, beyond the curriculum itself, knowledge is also transmitted through the physical surroundings. This article aims to explore the influence of the educational environment on the design development of architecture students in leading Iranian architecture schools. The sample population is from the top three undergraduate students out of ten selected institutions. the research methodology involves a survey conducted through interviews, on-site observations, and library research. the outcomes were subsequently reviewed by a panel of five experts utilizing the Delphi method. The findings were categorized into objective and subjective characteristics. In the objective analysis, the study sought to identify the prominent elements within educational environments that affect students. In the subjective analysis, the focus shifted to understanding students' responses to their experiential learning during the design process. Through an analysis of students' sketches, three factors emerged as significant in their design approach: "public spaces," "distinctive architectural geometry of the school building," and "symbols." Furthermore, the results indicate that, apart from cultural and identity considerations, the configuration of the educational environment should facilitate the creation of communal activities and a dynamic setting to enhance outcomes in the design process.

architecture students, Iranian architecture schools, design process, architecture education, Spatial identity