End goal: In architectural design education, every project aims to solve a design problem. — 123rf.com
Empathy is more important in everyday life today than ever, driven by global sustainability issues.
In recent years, there has been a shift towards aligning higher education with the United Nations Sustainable Development Goals (SDGs), positioning universities as critical contributors to achieving these goals.
This commitment is essential to transforming institutions into sustainable organisations that engage all stakeholders.
The term “empathy” was initially used in philosophy, aesthetics and psychology.
Today, its significance has grown, particularly in architecture education.
Holistic emphasis
Empathetic design thinking is a fundamental component of human-centred design, allowing architecture curricula to explore the needs, emotions and lived experiences of those who will interact with the built environment.
It reshapes architecture curricula by consciously aligning design focus with themes from the SDGs.
Hence, design problems need to be framed more holistically, emphasising themes such as inclusivity and well-being.
Inclusivity reflects a mindset, characterised by architects’ and designers’ willingness to understand diverse human experiences. This emphasis teaches students to design for various demographics, including age, gender, physical ability and cultural background.
Architecture curricula, primarily through design projects, engage with societal issues affecting marginalised communities, such as the homeless, refugees and migrants. User groups, such as neurodivergent individuals, also present new areas for design exploration.
By embracing empathy and inclusivity, designers can create spaces that adhere to universal design principles, with an emphasis on spatial equity and accessibility.
Empathetic design also prioritises users’ well-being. This focus encompasses mental, emotional and physical health, influencing aspects such as lighting, ventilation, materials, and spatial configurations.
Additionally, design project briefs increasingly address emerging healthcare-related issues, including those in hospitals, therapy centres, educational facilities and workplace environments.
The focus on creating healthy spaces provides a solid foundation for biophilic design interventions, which incorporate elements of nature into living and working spaces to promote overall well-being.
Transdisciplinary collaboration
Empathetic design often necessitates collaboration with professionals from various disciplines. This can be simulated in educational settings through group projects that encourage multiple perspectives.
Transdisciplinary collaboration in architecture education integrates knowledge and methods from different fields to tackle complex problems, offering a fresh approach to empathetic design among architecture students.
Issues related to peace and justice, mental health and well-being, inclusive education, active ageing and food security are emerging themes in architecture education, requiring transdisciplinary approaches for effective solutions.Participatory design
Architecture holds an ethical responsibility to create supportive built environments for communities, helping students understand human needs and social responsibility in the design process.
Empathy-based learning can be integrated into architectural education through design pedagogy, making empathy a practical tool.
Unlike traditional methods that focus on the designer’s experiences, empathetic design emphasises understanding how users interact with spaces.
In architectural design education, every project aims to solve a design problem. The participatory design approach is particularly effective, as it involves community engagement and considers user needs, fostering design ownership through co-creation.
This approach encourages open-ended questions and active listening to guide decision-making based on user feedback rather than assumptions.
Tech simulation
Immersive technologies are rapidly bridging the gap between virtual and physical spaces. Virtual reality and similar tools can simulate user experiences during the design phase, enhancing designers’ empathy for user needs.
While participatory design aids in understanding users, it may limit the designer’s ability to capture emotional responses.
Simulated virtual environments can enhance affective empathy by immersing designers in users’ perspectives, allowing users to provide valuable feedback.
Empathy may seem intangible, broad and daunting. However, by examining empathy through cognitive and affective domains, and subsequently applying it to architectural design pedagogy, we establish a structured approach for integrating empathy into architecture education.
Developing empathetic problem-solvers through design should align with the vision and mission of each architecture school. This alignment is crucial for fostering graduates capable of making positive impacts on people and communities.
Assoc Prof Dr Veronica Ng is the head of the School of Architecture, Building and Design at Taylor’s University. Her interests focus on the notion of place and place-making, as well as contemporary Asian and Malaysian architecture. In her efforts to bridge education, practice and research, she has curated and led social collaborative projects. As an avid researcher and writer, she authors books and contributes to architecture magazines. The views expressed here are the writer’s own.
