Circular Economy in Architectural Education: Pedagogical Approaches and a Proposed Framework

Abstract

The transition from linear to circular models is increasingly recognized as essential for reducing resource depletion and environmental impacts in the built environment. Because early design decisions shape the material, environmental, and lifecycle performance of buildings, architectural education plays a pivotal role in preparing future practitioners to support this shift. Yet despite the growing presence of circular economy (CE) frameworks in policy and practice, their integration into architectural curricula, particularly within design studios, remains fragmented and inconsistent. This paper addresses this gap by reviewing recent scholarship, analyzing emerging pedagogical models, and examining case studies that explore how circular thinking is taught in architecture programs worldwide. The findings reveal recurring challenges, including limited material literacy, insufficient life-cycle reasoning, and a lack of structured assessment methods capable of evaluating circular design outcomes. At the same time, the design studio emerges as a uniquely productive setting for cultivating systemic thinking, material awareness, and regenerative design skills through experiential, collaborative, and evidence-based learning. Building on the analysis, the paper proposes a pedagogical framework for Circular Design Studios (CDS) that operationalizes CE principles through lifecycle thinking, material traceability, systems mapping, and regenerative design strategies. By outlining transferable pedagogical strategies and competency-based assessment criteria, the study aims to support architectural schools in embedding circularity more systematically across curricula and to equip future designers with the skills necessary to contribute to a circular and sustainable built environment.