Designing resilience in historical environments: A pedagogical analysis of a “healing”-themed studio
DOI:
https://doi.org/10.47818/DRArch.2026.v7i1204Keywords:
architectural pedagogy, cultural heritage, healing approach, historic environment, urban resilienceAbstract
A this article presents a design studio model that integrates architectural pedagogy with urban resilience by focusing on the theme of “healing” within a historical context. Conducted in Sarıkaya, an ancient Roman thermal settlement in Turkey, the studio aimed to cultivate student awareness of historical continuity, collective memory, and spatial repair through design interventions that address physical, social, and ecological healing. A mixed-methods research design was employed, including pre- and post-studio surveys, cognitive mapping, and protocol analysis of student processes and outcomes. Quantitative findings based on 11 participants revealed a marked increase in conceptual and spatial awareness after the studio. The average post-test score rose from 62.3 to 81.7 out of 100, indicating a 31.1% improvement in students’ capacity to engage with urban resilience and heritage-based healing concepts. Cognitive map complexity also increased by 44%, showing a shift from form-based to multi-layered socio-spatial strategies. Thematic categorization of student projects revealed four primary resilience domains: social (31%), ecological-economic (30%), cultural-technological (23%), and morphological (16%). Design outputs included proposals such as AI-assisted pediatric ateliers, memory-based housing for elderly Alzheimer’s patients, geothermal healing centers, and sensory walking routes, all developed in response to the socio-cultural and spatial dynamics of the historic site. The study demonstrates how design education can function as a vehicle for heritage-conscious innovation and collective well-being. By combining conceptual framing, contextual analysis, and experiential learning, the studio model not only fostered architectural empathy and historical imagination but also provided measurable cognitive and perceptual growth. These results underscore the relevance of resilience-centered design pedagogy in cultivating architects capable of addressing both past legacies and future uncertainties through spatial healing.
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Copyright (c) 2026 Begüm Demiroğlu İzgi, Ayşegül Koç Ünlüsoy
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