Design research for disaster and risk mitigation. The FOVI international project as a case study in architectural education
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Date
2025
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Publisher
Palgrave Macmillan, Cham
Abstract
This article introduces the FOVI project, titled “Design Research for Disaster and Climate Change Resilience on the Coasts of Chile”, as a pedagogical case study in risk-oriented design. It highlights an international collaborative framework involving four architectural and urban planning education programs, in Chile and the United States. By addressing the limited literature on disaster preparedness in architectural education, the project aims to contribute meaningfully to this emerging field. Design/methodology/approach: Key findings underscore the importance of transitioning from transactional to transformative learning. This was achieved through three primary strategies: (1) reimagining the traditional architectural studio structure, (2) fostering horizontal and collaborative teaching and learning and (3) pursuing a broader and more meaningful approach to architectural education expanding the broader impact of architectural education. The impact of these three strategies is discussed with a sample of participating students, who valued positively the opportunity to introduce and integrate these different strategies into the studio setting. Findings: A significant innovation from this initiative is the development of the proto-proyectos (proto-projects) methodology. This approach bridges urban and territorial analysis with the architectural design process, ensuring stronger coherence between urban and architectural proposals. By offering a flexible, open-ended process that spans multiple scales, the methodology supports more efficient and agile design outcomes, which is appropriate for addressing complex, real-life problems like disaster risk mitigation. Originality/value: By addressing the limited literature on disaster preparedness in architectural education, the project aims to contribute meaningfully to this emerging field. Key findings underscore the importance of transitioning from transactional to transformative learning. This approach bridges urban and territorial analysis with the architectural design process, ensuring stronger coherence between urban and architectural proposals.
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Keywords
Architectural education, Chile, Design methodologies, Disaster risk reduction, International collaboration, Risk-oriented design, Transformative learning, Tsunami risk reduction, Urban planning education