Badarnah Lidia
School of Architecture and Environment, College of Arts, Technology and Environment, University of the West of England (UWE), Bristol BS16 1QY, UK.
Biomimetics (Basel). 2025 Jun 5;10(6):369. doi: 10.3390/biomimetics10060369.
The pressing need to address climate change and environmentally related challenges highlights the importance of reimagining educational approaches to equip students with the skills required for innovation and sustainability. This study proposes a novel holistic pedagogic framework for architectural education that integrates biomimicry, systems thinking, and Bloom's Revised Taxonomy to advance innovation, sustainability, and transformative learning. Developed through a triangulated methodological approach-combining reflective practitioner inquiry, design-based research, and conceptual model development-the framework draws from multiple theoretical perspectives to create a cognitively structured, interdisciplinary, and ecologically grounded educational model. Bloom's Taxonomy provides a scaffold for learning progression, while the Function-Structure-Behavior (FSB) schema enhances the establishment of cross-disciplinary bridges to enable students to address complex design challenges. The framework is informed by insights from the literature and patterns observed in bio-inspired studios, student projects, and interdisciplinary workshops. These examples highlight how the approach supports systems thinking, ecological literacy, and ethical decision-making through iterative, experiential, and metacognitive learning. Rather than offering a fixed intervention, the framework is presented as a flexible, adaptable model that aligns learning outcomes with real-world complexity. It enables learners to navigate interdisciplinary knowledge, reflect critically on design processes and co-create regenerative solutions. By positioning nature as , , and , this pedagogic framework reimagines architectural education as a catalyst for sustainability and systemic change in the built environment.
应对气候变化和环境相关挑战的迫切需求凸显了重新构想教育方法的重要性，以便让学生具备创新和可持续发展所需的技能。本研究为建筑教育提出了一个全新的整体教学框架，该框架整合了仿生学、系统思维和布鲁姆修订版分类法，以促进创新、可持续发展和变革性学习。该框架通过一种三角测量法——结合反思性实践者探究、基于设计的研究和概念模型开发——从多个理论视角汲取灵感，创建了一个认知结构化、跨学科且基于生态的教育模型。布鲁姆分类法为学习进程提供了一个支架，而功能 - 结构 - 行为（FSB）模式则加强了跨学科桥梁的建立，使学生能够应对复杂的设计挑战。该框架受到文献中的见解以及在仿生工作室、学生项目和跨学科工作坊中观察到的模式的启发。这些例子突出了该方法如何通过迭代、体验式和元认知学习来支持系统思维、生态素养和道德决策。该框架并非提供一种固定的干预措施，而是作为一个灵活、可适应的模型呈现，使学习成果与现实世界的复杂性相匹配。它使学习者能够驾驭跨学科知识，批判性地反思设计过程并共同创造再生解决方案。通过将自然定位为 ， ，以及 ，这个教学框架将建筑教育重新构想为建筑环境中可持续发展和系统性变革的催化剂。
原文中“By positioning nature as,, and ”部分缺失具体内容，翻译时保留原文格式。
