• Energy Research

Mass housing neighbourhoods (MHN) represent the leading pattern of urban transformation and expansion in the second half of the 20th century, and accordingly evaluation, regeneration and redesign of the MHN represent a necessary and challenging task in the contemporary research context. In the practical scope of MHN rehabilitation, various holistic approaches and design strategies are identified that affirm both ecological transition and social transformation of these urban settings. However, the level of application of such approaches across Europe varies greatly, and requires research initiatives of a comparative nature that open a cross-geographical debate at the European level. Although there is a series of evidence-based studies that define the conceptual framework of MHN, i.e., large-scale housing settlements, through historical-interpretative and chronological analyses, the academic debate on practical and feasible MHN rehabilitation and their sustainable integration into the urban development of cities at European level is underdeveloped. The specific objective of this paper is to establish preliminary insights into the current level of MHN rehabilitation and to identify challenges for further actions through (1) a comparative analysis of MHN role models from the second half of 20th century, and through (2) insights from an implemented expert questionnaire. The research engages a comparative case study analysis as the primary method and analyses MHN in Germany (as a representative of Western Europe) and in the two ex-Yugoslav countries, North Macedonia and Serbia (as representatives of Eastern Europe). This research has highlighted the main obstacles and challenges for MHN rehabilitation and demonstrated the importance of a multiscale approach to MHN analysis, having in mind that through the distribution of design values at the analysed spatial levels (neighbourhood level, building level, and apartment level) the application of affirmative indicators within different design values group is recognised.

The article presents the potentials and capacities of extracurricular activities such as student workshops for strengthening existing curricula and introducing emerging specialised areas, topics, and challenges into architectural higher education. The specific objective of this study is to enhance and test different pedagogical models for learning on the sustainable rehabilitation of mass housing neighbourhoods (MHN), as a specific type of modern heritage, through innovative extracurricular teaching practices based on interdisciplinarity, flexibility, and adaptability. This research presents three student workshops focusing on the rehabilitation of mass housing neighbourhoods (MHN), involving students, academics, and professionals from the field, organised in Germany, Serbia, and North Macedonia in 2022. Moreover, it engages a comparative analysis of the learning formats and approaches developed within this discipline-specific cross-border collaboration. The study provides (1) an insight into the comparative analysis of learning capabilities and (2) the formulation of workshop models supported by diagramming of the workshop structure. The conclusion of the article summarises the findings and highlights the essential aspects for engaging student workshops, as an instrument for generating operational knowledge in the field of mass housing rehabilitation.

This paper is built on the assumption that architecture is the establishment of the relationship between past and future, built and unbuilt, within the inherited and natural context and in direct connection with the overall culture. Unlike a traditional approach to heritage generally limited to considering only the visible values of the place, this research stands on the belief that, in the context of heritage, the implementation and application of behavioral knowledge in architectural discourse contributes to the intensification and enhancement of these relations. In accordance with the need to re-examine existing and explore new forms of the relationship between future life of heritage and social wellbeing, the main goal of the research is to examine the possibility of improving this relationship through a value-based architectural programming methodological framework. This paper was conducted through: (1) theoretical framework that intertwines environment–behavior theories and architectural programming as the value-matrix methodology for the reuse of heritage; (2) exploring the established framework through design results gathered within the design-based studio on “heritage reprogramming” at the University of Belgrade—Faculty of Architecture with a particular focus on the modernist architectural heritage; and (3) discussing the overall principles through the multiscale and value-based approach. The evaluation of the results indicates the possibility of improving the social dimension of heritage protection and reuse, as well as the need to shift the focus from exclusively material and formal values of heritage to social and cultural aspects in accordance with the needs of contemporary society and culture. Results indicate that the multidimensional nature of architectural programming methodological approach in the context of modern heritage and, accordingly, the synergy of different programming values (environmental, human, social, systemic, temporal, economic, aesthetic) provides sustainable access to heritage and has the capacity to improve the social wellbeing of individual users but also of the wider community.

This paper addresses the challenges of architectural higher education to cope with a state of continuous change within the relationship between heritage and sustainability. The initial assumption is that research activities based on design taxonomies—terms used in architectural discourse of heritage and sustainability—followed by fruitful analysis and discussion can contribute to the advancements in curricula design and development. Accordingly, the paper aims to develop a new methodological framework for addressing sustainability and heritage, enriching curricula design and assessment strategy. Data collection on identification and analysis of terms was carried out within the Erasmus+ Strategic Partnership titled Enhancing of Heritage Awareness and Sustainability of Built Environment in Architectural and Urban Design Higher Education (HERSUS). After the process of filtering, interpretation, and comparison of project findings, a three-fold comprehensive analysis was conducted: (a) learning outcome quantitative analysis, (b) cross-cutting analysis of spatial scales and course types, and (c) synthesis. The paper results in the methodological framework that reinforces different pedagogical approaches to heritage and sustainability derived as a result of the applied research process. The main conclusions are concerned with the applicability of the methodological framework, designed for the improvement of existing and development of new comprehensive courses and programme contents.

The paper addresses the shift in architectural education regarding the need to develop new approaches in teaching methodology, improve curricula, and make advancements in new learning arenas and digital environments. The research is based on the assumption that online workshops could offer a unique learning experience for students in higher education. Accordingly, workshops are considered an essential element in teaching emergency design. As a result, this can produce broader and more innovative solutions to COVID-19 challenges regarding social distancing, limited movements, regulated use of public space, and suspended daily activities. The theoretical notions of emergency design and education for sustainable design enabled the identification of research perspectives and spatial levels to be taken as a starting point of the workshop “COVID-19 Challenges: Architecture of Pandemic” that was conducted by the University of Belgrade—Faculty of Architecture in April 2020. The critical review of the workshop’s procedural and substantial aspects led to identifying four main COVID-19 design challenges perceived in performance, innovation, alteration, and inclusion. Additionally, the paper’s findings concern the identification of learning potentials and limitations arising from a current topic affecting global society, for which neither solutions nor adequate answers in the field of architecture and urbanism have been found.