Available via license: CC BY 4.0
Content may be subject to copyright.
Mai Ahmed
121
This work is licensed under a Creative Commons Attribution 4.0 International License
Architectural Education In Egypt In The Light of Universal Design Approach
Dr. Mai Eid Khalil Ahmed
Assistant Professor-Architectural Engineering Department-Faculty of Engineering- Aswan
University, mai.eid@aswu.edu.eg
Keywords :
Abstract :
Universal Design (UD),
Architectural Education in
Egypt, UD Education,
Teaching UD. UD
principles
Universal Design (UD) is a philosophy of design aimed at creating an inclusive,
sustainable community in which every individual can participate to the greatest
possible extent. UD’s purpose is to facilitate the everyday life of all people without
paying more attention to their age and abilities; by making the surrounding
environment more readable, accessible, and usable without extra cost. The study
problem is apparent in which the Architectural Education in Egypt has need of the
existence of the UD approach and its applications. The purpose of universal/
inclusive design education is to increase consciousness, to improve a sense of
responsibility, and to grasp the current regulations and conditions.
This paper is targeted to highlight the significance of the UD concept in
architectural education and for design process improvement. Additionally, the main
purpose of the study is to imply UD in the architectural education in Egyptian
departments, institutes, and faculties. The study goal also is to display a framework
“theoretical model” for teaching UD in architecture departments in Egypt as the
first step towards universally designed societies and environments. Thus, there is a
necessity for integrating UD in Architectural education in Egyptian departments,
institutes, and faculties. Consequently, teaching universal design is regarded as an
urgent need.
Design professions have a crucial role in creating accessible environments and
products for all. Good design has the capability to adapt to all users and enable
them to live comfortably and work successfully. Hence, people who design, or
implement legislation have a major responsibility to guarantee that people who
have disabilities can fully participate in societies. The significance of this research
is to create awareness among designers to find better solutions for a particular
design. Accordingly, architectural education and its teaching methods have to be
developed in the light of UD. The study addressed the descriptive-analytical
method to achieve the study goals. Finally, there can be some recommendations
that assist in implying the UD approach in Architectural education in Egypt.
Paper received 15th February 2020, Accepted 25th March 2021, Published 1st of May 2021
Introduction:
In response to a growing demographic and social
reality, a global movement encouraging design as
a backing for independence and involvement has
evolved: more people living with a wide spectrum
of disabilities and chronic health conditions than
ever before and the longest lifespans in history
(IHCD, 1990).
Disability is a common and more prevalent
condition than many people know. In most
situations, everybody, even temporarily, will be
disabled in their lives. Disability rises with age for
natural and social causes. Many people, especially
older adults, refuse to have a disability due to the
social stigma that is disabled. However, disability
is a natural part of life (Story, et al., 1998).
Universal Design (UD) is a design process that
enables different individuals to establish human
roles, lifestyles that encourage well-being, and
social participation. Resilience, simplicity, and
qualification are its principal values. The
philosophy of UD aims at creating a universal,
prosperous society in which everybody can
participate as much as possible. Universal design,
“inclusive design”, and "design for all" are all
different designations of practices that focus on
the accessibility of environments, user skills, ages,
reading levels, learning strategies, languages, and
cultures to a wide variety of settings, goods,
services, programs (Ahmed, 2020).
A physical environment has an effective role in
people’s life. When designing for all, persons'
participation would be apparent in all aspects of
life. The existing designs necessitate some
modifications to accomplish inclusiveness.
Education and legislation "legal procedures" are
considered as the most operative tools to achieve
the designs' modifications. In case of the
deficiency of inclusivity in both areas "education
and legislation" all of the other sectors and
services would suffer from Incompatibility. In this
sense, there is a need to explore the universal
design approach in architectural education in
Egypt.
122
Architectural Education In Egypt In The Light of Universal Design Approach
International Design Journal, Volume 11, Issue 3
May 2021
1. Statement of the problem
The architectural designer concentrates on healthy
users and disregards individuals with disabilities,
elders, and other persons of the community.
Because of the shortage of precise regulations,
proper preparation and training, architects and
construction engineers in the Arab world
especially do not pay sufficient attention to
universal design. In addition, the non-inclusion of
universal design standards and applications in
architectural education. Thus, Architectural
Education in Egypt lacks the existence of a
universal design approach despite its significance.
So, there is a necessity for integrating UD in
Architectural education in Egyptian departments,
institutes, and faculties. Consequently, teaching
universal design is regarded as an urgent need.
2. Objectives of the study
This paper is designed to highlight the significance
of the UD concept in architectural education and
for design process improvement. Furthermore, the
study is targeted to increase the consciousness of
the universal design. UD education aims to boost
awareness and to develop a sense of responsibility
to the current legislation and regulations.
Moreover, the chief goal of the paper is to imply
UD in Architectural Education in Egypt.
3. Methodology of the study
The study is based on the descriptive-analytical
approach through examining and recognizing the
deficiencies in the design process and the
architectural education which lead to creating new
generations of architects with no adequate motif
about UD concept and inclusiveness for the built
environments and products . This research displays
a framework “theoretical model” for teaching UD
in Architecture departments and faculties in Egypt.
The paper presents the proposed modules
“courses” which achieve the embodiment of UD in
Architectural Education as the first step towards
inclusiveness in environments. Courses
considering UD are significant tools that reflect
convenient designs for all in the community.
Accordingly, the society acquires new generations
of competent architects who are able to
accomplish universal designed environments for
all users. Hence, achieving universally designed
societies .
4. Theoretical Framework
4.1 Architecture and Architectural
Education
Architecture is defined by (UNESCO/ UIA, 2017)
as “A discipline which draws knowledge from the
humanities, the social, and the physical sciences,
technology, environmental sciences, and the
creative arts. Furthermore, it is one of the key
professions involved in shaping the built
environment, and urban space. Architectural
education that prepares architects for a
professional life should, therefore, be seen, at least
in Social, cultural, political, Professional,
ecological, local, International, and Academic
contexts including science and knowledge in
general (UIA, 2011). This education must
maintain a balance between practice and theory
(UNESCO/ UIA, 2017).
According to the UNESCO/ UIA Charter for
architectural education (UNESCO/ UIA, 2017), it
is mentioned that; architectural education purposes
to grasp the relationship among people, buildings,
and their environment, also the necessity to link
buildings and the spaces between them to human
needs and scale. Also, design skills necessary to
meet the requirements of the building users. It is
stated that, architects should be able to apprehend
regional characteristics and to give practical
expression to the requirements, improvement to
the life quality of persons, groups, and societies.
Moreover, the Charter (UNESCO/UIA, 2017)
pointed out that architectural education aims to
boost the awareness of responsibilities toward
human, social, cultural, urban, architectural,
environmental values, and architectural heritage.
Depending on the charter (UNESCO/UIA, 2017);
architectural education encompasses the
acquisition of an understanding of the social
context, cultural & artistic, environmental,
technical, design, and professional studies, as well
as acquiring ergonomic and space requirements
and issues of equity and access. The charter is also
endeavoring to integrate knowledge and apply
skills in the creation of a design solution.
Awareness of the relevant codes, regulations, and
standards for design, planning, construction,
health, safety and use of built environments.
Besides, It is indicated by the charter that, among
the architectural education goals is comprehending
the architects’ potential roles in a conventional and
international context. In addition to grasping
professional ethics.
Eventually, the international union of architects
(UIA. 2011) stated that architectural education
purposes to produce competent, creative, and
ethical professional designers. It also aims to
create world citizens who are ecologically
sensitive and socially responsible (UIA. 2011).
Architectural education should be considered as
the capability of conceptualizing, coordinating
and executing the building's idea which rooted in
human tradition (UNESCO/ UIA. 2017).
An inclusive environment eliminates physical
Mai Ahmed
123
This work is licensed under a Creative Commons Attribution 4.0 International License
obstacles and guarantees that the greatest
possibility of individuals, regardless of their
personal conditions, can engage in all educational,
social, and working facets of life. RIBA strives to
deliver better buildings and places, powerful
communities, inclusive, ethical, and sustainable
environment. According to RIBA; it is significant
to teach inclusive design, also there are strong
moral, legal, social, economic, sustainable and
environmental causes why inclusive design is
important. It is also obvious that the expectation
that architects will design inclusively is now high
on the agenda. Architects whose work influences
on the design and the built environment's quality
are predicted to assure that designs could meet the
diverse needs of a population (RIBA, 2020).
4.2 Origin and Significance of Universal
Design
Universal design term (UD) originated in the
USA, and in the mid-1980’s was first used by the
American architect, "Ronald Mace" (Skavlid, et
al., 2013). UD has arisen and developed during the
twentieth century with the change in
demographics. The average human life span was
47 years at the beginning of the 20th century,
while today it has risen to 76 years (Story, et al.,
1998). UD is not a trend, but an enduring design
approach that assumes the range of human ability
is ordinary, not special. (Ahmed, 2016).
Universal design is "a process that enables and
empowers a diverse population by improving
human performance, health and wellness, and
social participation" as stated by Steinfeld, E., and
Maisel, J., (2012). Moreover, the Centre for
Excellence in Universal Design defined UD as
“the design of environments that can be accessed,
understood and used regardless of a person's age,
size, ability or disability” (CEUD, 1997).
Universal design respects human diversity and
promotes inclusion of all people in all activities of
life (Story, et al., 1998).
Universal design is also known as inclusive
design, design for all, or life span design
(Steinfeld, et al., 2012). The Centre for Universal
Design states that “universal design is the best
way to integrate access for everyone into any
effort to serve people well in any field” (Story, et
al., 1998). UD requires consideration of all
characteristics of potential users, including
abilities and disabilities, when developing a course
or service (Burgstahler, 2015). The most
prominent challenge is raising the awareness of
the universal design approach among
professionals, designers, architects, manufacturers,
and consumers (Story, et al., 1998). UD puts high
value on both diversity and inclusiveness
(Burgstahler, 2015). Briefly, universal design
makes life easier, friendlier, and healthier for all
people (Steinfeld, et al., 2012). (See Fig. 1)
Fig. 1. UD expanding the range of users which makes life easier for all (ECS Accessibility Team)
5. The Education Model Of Universal
Design
The education of universal design appeared
obviously in the US and in some European
countries including the UK. This education targets
to promote new curricula materials integrating UD
values into the design courses of several
disciplines; architecture, industrial design, interior
design, landscape architecture, and urban design
(Afacan, 2011). On the education aspect, universal
design is a principle-based approach to designing
university teaching and learning to meet the
learning needs of all students (Padden, et al.,
2017). One of the best ways to influence the future
of our designed world is to educate the next
generation of practitioners. (Story, et al., 1998). At
the core of the universal design is a focus on
variety, choice, and feedback for students (Padden,
et al., 2017).
When UD principles are applied in a
postsecondary institution, educational products
and environments meet the needs of potential
124
Architectural Education In Egypt In The Light of Universal Design Approach
International Design Journal, Volume 11, Issue 3
May 2021
students with a wide variety of characteristics.
Disability is just one of many characteristics that a
student might possess (Burgstahler, 2015). In this
regard, universal design should not only be taught
as a separate course in the graduate program but
also should be part of all relevant courses and
assignments. In this regard, the study suggests a
model for teaching universal design in architecture
departments and faculties in Egyptian universities.
The study’s proposed model is designed to contain
three main parts (See Fig. 2).
Fig. 2. A proposed model of teaching universal design in architectural education in Egypt. (Researcher)
In the first part which is known as “theoretical
part”, the suggested educational model of teaching
universal design endeavors to attach 4 new courses
throughout the four educational years of
architecture. Three courses of them are supposed
to be in the undergraduate stage, and the fourth
one is assumed to be in the graduate year.
▪ The first suggested course (1st Course) is
considered as an introductory one.
▪ The second and third new modules (2nd &
3rd Course) are main courses and they
introduce the basic topics and deal broader
with the critical issues facing different kinds
of persons.
▪ The fourth module (4th Course) is the most
extensive course. It explores best practices,
trends, and approaches relevant to UD.
Besides, innovative ideas through the design
process are explored. The social
responsibility of designer and architect, also
accessibility of education materials are
examined. Being up-to-date is essential
throughout teaching this course.
The recommended four courses should have a
general introduction about the concept of “Design
For All” and “Universal Design” as a specific
chapter of the theoretical course. Moreover,
having lectures about “Human Diversity” which is
relevant to physical disabilities and their impact on
the built environment. Courses strive to supply
students with a clear grasp of the concept of UD
and to provide a comprehensive awareness of
relevant social and environmental issues.
The proposed modules have to be online courses
in order to be available for everyone regardless of
distance, age, and ability. Courses introduce
weekly lectures and assignments. The students are
expected to include the principles and knowledge
of UD in their designs, in addition to other aspects
of a design process. Consequently, students
become having a broad background about the
universal design approach and its principles, also
they are ready to introduce solutions in the light of
UD in their everyday lives.
Regarding the second part which is recognized as
“practical applications”, the proposed model
intends to introduce more clarifications and
models about the concept of universal design in
architecture and design. Students need extensive
discussions and further explanations in order to
grasp the UD concept and its possibility of
application. Best practices about the universal
design approach and its applications should be
practically demonstrated through the
undergraduate and graduate stages. Workshops
and seminars on UD have to be presented by
departments of architecture for all students in
various academic years.
Furthermore, explaining some case studies about
“Barrier Free Design” as a relevant concept.
Mai Ahmed
125
This work is licensed under a Creative Commons Attribution 4.0 International License
“Handicap Architecture and Design” ought to be
covered. Besides, lectures about “Accessibility”
and “Adaptable Design”. Finally “Simulation
Training” should be widely used in the teaching
process of universal design. Simulation technique
has a significant effect on the students’ perception
of the problem and helps them in finding suitable
solutions.
The third part of the model aspires to imply
universal design concept and its principles into the
existing courses at architecture departments.
Integration of the concept of universal design in
the curriculum of faculties and departments of
Architecture into the four-year Architectural
Education programs would have a positive
influence on the students’ perception of concepts
of human diversity throughout their design
processes.
For instance, during the four-year Architectural
Education program, every semester discusses and
covers one broad kind of design projects at design
studios of architectural departments. These
projects should be designed in the light of the
universal design approach. Additionally, projects
have to address the different needs of all people.
All projects should include clear floor plans and
students have to check these plans for accessibility
of all users especially wheelchair and disabled
users. Students should analysis the design and
circulation inside and outside the project, then
they should prepare a written report and
summarize it carefully. Besides, students have to
redesign the inaccessible projects to be more
inclusive and accessible for all users with no
barriers at all. Students and their educators have an
effective role throughout the design process of
their projects.
6. Conclusion
Designing the built environment inclusively that
raise awareness about the significance of
designing places that meet the needs of diverse
people. Also, Inclusive environments lead to
creating an equitable society and a sustainable
future. A framework was provided by UD
approach to ensure that all students have the
chance to fulfill their educational potential. UD
can save time and money for faculties and
institutions during the semesters and vacations.
The participation of the students could be
improved. Additionally, students in all architecture
schools should be aware of the universal design
values, concepts, and philosophy at each level of
education, starting from the early levels of design
education to the graduate and post-graduate stages.
Ultimately, it is necessary to state that, this study
presents some recommendations to promote universal
design concept in Egyptian architectural design
education, which can be abbreviated as follows:
▪ The existing curricula in our programs should
be revised to support universal design in
architectural education.
▪ Redesign present programs, i.e. seminars,
conferences, training, courses, and etc. in
order to raise awareness among students,
educators, and academics on social and
environmental issues relevant to universal
design .
▪ The incorporation of the universal design
approach has to occupy the first priority
through the design process.
▪ On the regulatory aspect, accessibility can be
seen in Egyptian laws and legislation, while
there is a need for embedding inclusiveness
requirements in those laws which rule more
practicing architects, designers, and educators
to instill a universal design approach in their
projects and education.
▪ The government's part to encourage more
universally designed projects is highlighted as
a powerful move in order to enhance the
public's awareness of the importance of a
universal design concept for products and the
built environment.
▪ Further researches are required under the
inclusion concept in Egyptian architectural
education. The types of researches have to
address the issues of the universal design
approach. Those researches also have to be
given more emphasis and support by
universities.
7. References
1. IHCD. (1990). History of Universal Design.
Retrieved 06 23, 2020, from The Institute for
Human Centered Design Website:
https://www.humancentereddesign.org/inclusi
ve-design/history
2. Story, M.F., Mueller, J.L. & Mace, R.L.
(1998). The universal design file: Designing
for people of all ages and abilities. North
Carolina: North Carolina State University
Press.
3. Ahmed, M., (2020). Exploring inclusiveness
in green hotels for sustainable development in
Egypt. International Journal of Industry and
Sustainable Development (IJISD), Volume 1,
No.1, pp. 15- 23, January 2020, ISSN 2682-
4000
4. UNISCO/ UIA. (2017). Unesco-UIA Charter
For Architectural Education. Revised
Edition. International union of architects/
UIA.
5. UIA Architectural Education Commission.
126
Architectural Education In Egypt In The Light of Universal Design Approach
International Design Journal, Volume 11, Issue 3
May 2021
(2011). UIA And Architectural Education
Reflections And Recommendations. Revised
Edition. Tokyo.
6. RIBA Architecture. (2020). Designing
inclusive environments. Retrieved 05 20,
2020, from The Royal Institute of British
Architects Website:
https://www.architecture.com/education-
cpd-and-careers/cpd/riba-cpd-
programme/designing-inclusive-
environments
7. Skavlid, S., and Olsen, H.P., and Haugeto,
A.K., (2013). Trends in Universal Design.
Norwegian Directorate for Children. Youth
and Family Affairs. Norway
8. Ahmed, M., (2016). An Assessment Of Street
Design With Universal Design Principles:
Case In Aswan / As-Souq, Phd Thesis,
University Of Yildiz Technical, Graduate
School Of Natural And Applied Sciences,
Istanbul.
9. CEUD. (1997). The 7 Principles of Universal
Design. Retrieved 06 10, 2020, from The
Centre for Excellence in Universal Design
Website: http://universaldesign.ie/What-is-
Universal-Design/The-7-Principles/7-
Principals-.pdf
10. Steinfeld, E., & Maisel, J.L., (2012).
Universal Design: Creating Inclusive
Environments. John Wiley & Sons, Inc.,
Hoboken, New Jersey.
11. Burgstahler, S. (2015). Universal design in
higher education: Promising practices. DO-
IT Center, University of Washington
Retrieved 09 20, 2020, from:
https://www.washington.edu/doit/sites/default
/files/atoms/files/UDHE-
PP_12_18_18_tagged_Compressed.pdf
12. ECS Accessibility Team. Inclusive/ Universal
Design. Retrieved 08 30, 2020, from ECS
Accessibility Team Website:
http://access.ecs.soton.ac.uk/blog/training/uni
versal-design/
13. Afacan, Y., (2011). Teaching universal
design: an empirical research in interior
architecture. Procedia Social and Behavioral
Sciences, 15 (2011), 3185–3192
14. Padden, L., & O’Connor, J., & Barrett, T.
(2017). Universal design for curriculum
design, case studies from university college
Dublin. UCD Access and Lifelong Learning,
University College Dublin (cc).
