Integrating Circular Economy Principles into Architectural Design Pedagogy

Madhavi P. Patil, Anosh Nadeem Butt, Carolina Rigoni and Ashraf M. Salama ()
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Madhavi P. Patil: School of Architecture and Built Environment, Northumbria University, Newcastle upon Tyne NE1 8ST, UK
Anosh Nadeem Butt: Glasgow International College, University of Glasgow, Glasgow G11 6NU, UK
Carolina Rigoni: Department of Architecture, University of Strathclyde, Glasgow G1 1XJ, UK
Ashraf M. Salama: School of Architecture and Built Environment, Northumbria University, Newcastle upon Tyne NE1 8ST, UK

Sustainability, 2025, vol. 17, issue 20, 1-31

Abstract: Architectural education has increasingly engaged with the Circular Economy (CE); however, integration remains largely material-centric, emphasising life-cycle accounting, efficiency, and design for disassembly, while social, cultural, and governance dimensions are underrepresented. This study introduces the Circular Commons Framework, which repositions circularity as a collective, participatory, and socio-spatial practice. Using a qualitative comparative case study methodology, five international cases were analysed through eight dimensions spanning technical CE strategies and pedagogical approaches. Cross-case synthesis reveals convergent patterns around multi-scalar systems thinking, transdisciplinary collaboration, and stakeholder engagement. Nonetheless, persistent gaps emerged across cases, including those related to elective-based delivery, weak assessment infrastructure, and underdeveloped social equity dimensions. The Circular Commons Framework comprises four empirically grounded components: Circular Design Practices, Local Knowledge and Cultural Practices, Collaborative Governance, and Circular Synergy Workshops. Operationalisation guidance addresses curricular design, pedagogical methods, assessment mechanisms, and institutional enablers. Mainstreaming the framework requires systemic institutional support, including accreditation reform, supportive policy environments, and effective resource allocation, which are currently constraining even well-designed pedagogical initiatives. The framework positions architects as equity-minded stewards facilitating socially just and culturally resonant circular transitions. Limitations, including scalability tensions, indicate that the framework requires validation through longitudinal research and deeper engagement with non-Western knowledge systems.

Keywords: circular economy; circular commons; architectural design pedagogy; architectural education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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