Enhancing the Learning Environment and Users’ Experience in Architectural Education at Nile University of Nigeria

Abstract

As architecture education requires more dynamic, collaborative, and technologically linked environments, many Nigerian institutions continue to rely on traditional pedagogical models and ineffective physical infrastructure, limiting innovation and engagement. This study seeks to critically examine and improve the learning environment and user experience in architectural education at Nile University in Nigeria. The objective is to investigate how spatial design, learning environments, and user-centred strategies might be combined to provide more successful educational experiences for students and faculty. Following the theoretical underpining of constructivist learning theory, environment-behavior studies, user-centred design, and educational ergonomics, the study used a quantitative approach to collect empirical data through questionnaires (N=158) and spatial analyses to assess the current state of the Department of Architecture's learning environment. Indicative findings indicate the necessity for a comprehensive design and policy framework adapted to Nile University architecture students' particular needs and the university educational approach. The paper made recommendations for a design modelled after a 21st-century architectural learning environment that fosters creativity, well-being, multidisciplinary collaboration, and academic excellence. The significant of the study is that the structure will serve as a model for architecture education reform in Nigeria.