Dr. Mostafa Behzadfar Armanshahr Architecture & Urban Development 2008-5079 12 29 2020 02 20 An Analysis of Skills Priorities in the Architectural Education System at the Bachelor’s Degree (Comparative Study of the Top Ten Architecture Schools of Iran and the World) An Analysis of Skills Priorities in the Architectural Education System at the Bachelor’s Degree (Comparative Study of the Top Ten Architecture Schools of Iran and the World) 125 140 102369 10.22034/aaud.2020.102369 FA Ali Asgari Assistant Professor of Architecture, Department of Architecture, College of Engineering, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran 0000-0002-5726-7051 Seyyed Mohammadreza Nasir Salami Assistant Professor of Architecture, Department of Architecture, College of Architecture and Urban Design, Central Tehran Branch, Islamic Azad University, Tehran, Iran Hossein Soltanzadeh Associate Professor of Architecture, Department of Architecture, College of Architecture and Urban Design, Central Tehran Branch, Islamic Azad University, Tehran, Iran Hashem Hashemzadeh Shirazi Associate Professor of Architecture, Department of Architecture, School of Architecture and Environmental Design, University of Science & Technology, Tehran, Iran Journal Article 2017 06 27 The architectural education, like other disciplines, has undergone various changes and revisions many times after its inception, and, the views of decision makers of this field have had a very effective role in this process because of their impact on the process of shaping educational systems and environments. In various educational systems, there have always been some ambiguous points about the time duration needed to complete the courses, the basis for selecting the courses offered, and the type of skills taught. In the article ahead, it is attempted to provide an optimal model and coherent strategy for educating architecture by investigating the characteristic of various educational systems at international and national levels, whereby the artichecture students benefit from effective and purposeful education. Accordingly, by adopting the correlation method, in a dependent way combined with a causal and systematic approach, architecture education is considered as a system, that can be investigated and analyzed through the general systems theory. At the end, the analysis of skills priority indicate that “flexibility” is recognized as the most specific characteristic of the description of the architecture courses in the world. This issue, that is applicable in two areas: “flexibility in elective courses” and “flexibility in the subject of architectural design courses”, is based on the way students are evaluated and select courses, depending on their talents. The obtained results indicate that this issue has been neglected in the Iran’s architectural education system. The architectural education, like other disciplines, has undergone various changes and revisions many times after its inception, and, the views of decision makers of this field have had a very effective role in this process because of their impact on the process of shaping educational systems and environments. In various educational systems, there have always been some ambiguous points about the time duration needed to complete the courses, the basis for selecting the courses offered, and the type of skills taught. In the article ahead, it is attempted to provide an optimal model and coherent strategy for educating architecture by investigating the characteristic of various educational systems at international and national levels, whereby the artichecture students benefit from effective and purposeful education. Accordingly, by adopting the correlation method, in a dependent way combined with a causal and systematic approach, architecture education is considered as a system, that can be investigated and analyzed through the general systems theory. At the end, the analysis of skills priority indicate that “flexibility” is recognized as the most specific characteristic of the description of the architecture courses in the world. This issue, that is applicable in two areas: “flexibility in elective courses” and “flexibility in the subject of architectural design courses”, is based on the way students are evaluated and select courses, depending on their talents. The obtained results indicate that this issue has been neglected in the Iran’s architectural education system. https://www.armanshahrjournal.com/article_102369_12113a40d01f2935f595440de44921a5.pdf