Higher education programs in architecture are under increasing pressure to meet the challenges created by expanding integration of digital technologies, new online platforms, and the lingering limitations imposed by the Covid19 pandemic. New expectations for addressing expanding automation, material development, synchronous/asynchronous learning, online communication, increased environmental equity, and climate-change challenges, are triggering comprehensive changes in architectural education. In response, architectural education leaders must promote more multidisciplinary, systems-thinking approaches. Expanding online work expectations coupled with the new National Architectural Accreditation Board (NAAB) 2022 requirements, call for more collaborative design dialogues in architecture programs. This paper examines how Information and Communication Technologies (ICT) + Web-Based Collaborative Learning platforms (WBCL), can be leveraged by administrators and faculty for enhanced leadership and active learning by students in architectural education programs. The International Society for Technology in Education (ISTE, 2017) is the framework for this investigation into adaptive leadership for higher education architecture programs in the 21st century.
David Sledge, California State University, Sacramento, United States
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