Integrating the landscape approach into architectural education: Towards a holistic learning experience

Zeballos-Velarde C.; Jiménez I.; Medina K.; Bustamante G.; Hernández D. · Design Journal (2026) · DOI: 10.1080/14606925.2026.2674776

Resumen

This paper examines the incorporation of the landscape method in architecture education to cultivate a holistic understanding of territory, culture, and environment. The methodology, anchored on theory and qualitative research, was carried out through workshops and fieldwork in three different desert settings: Iquique (Chile), Tacna (Peru), and Ciudad Juárez (Mexico), engaging 42 architecture students. The findings underscore the effectiveness of integrating narrative, temporality, and multi-scale analysis in enhancing students’ awareness of both the tangible and intangible aspects of the landscape. The interactive and collaborative activities enhanced students’ understanding of the socio-environmental dynamics of desert areas while cultivating a profound connection and sense of responsibility towards landscape conservation. Furthermore, the workshops encouraged students’ critical thinking on landscape values, transcending the conventional view of landscapes as merely visual or ‘green’ areas. The research concludes by emphasizing the necessity of incorporating landscape thinking into architectural courses to foster contextually aware design approaches.

Instituciones: Universidad Nacional de San Agustín de Arequipa; Universidad Nacional Jorge Basadre Grohmann