Post-pandemic Active Learning (PPAL): A Framework for Active Architectural Education

The health, economic, social, and educational impacts of the COVID-19 pandemic are among the greatest challenges being faced by the world. Consequently, new paradigms of post-pandemic have been developed in various fields, including the learning processes. Blended learning, as a thoughtful integration of conventional and e-learning, has gradually been provided in several classifications. However, architectural education represents a special classification and requires considerable strategies and methods particularly, during the COVID-19 lockdown, considering the active learning approach. In this study, we investigated the importance of an active learning environment and student-centered approach as key to promoting not only learning but also the social and cognitive environments, besides the responsibility and engagement of students in the learning processes. This paper was performed using a systematic review that covered an overview of architectural learning in accordance with E-Learning during the COVID-19 pandemic. Consequently, we developed a post-pandemic active learning (PPAL) framework to support active learning related to post-pandemic architectural education. The proposed framework provides specialists to develop and integrate proposals and strategies to maximize students’ opportunities for active learning in numerous classifications.