In a recent study published in the journal “Renewable Energy and Sustainable Development” (translated from Arabic as “الطاقة المتجددة والتطور المستدام”), researchers have shed light on the growing trend of live projects in architectural education, and the findings could have some interesting implications for the maritime sector. The study, led by Mohammed Fawzi Ragheb from the Faculty of Engineering at Ain Shams University, explores how these hands-on, real-world projects are reshaping the way future architects and designers are trained.
So, what are live projects? In essence, they’re collaborative endeavors where students work on real-world design challenges, often in partnership with communities or industry stakeholders. The study, which employed the PRISMA 2020 framework to systematically review literature from major academic databases, found that these projects enhance student learning by bridging the gap between theory and practice. “Live projects promote social engagement through community collaboration,” Ragheb noted, “and support interdisciplinary, context-responsive education.”
For the maritime sector, this shift in architectural education could open up new avenues for collaboration and innovation. As the industry increasingly focuses on sustainability and smart design, having a pipeline of professionals trained in real-world problem-solving could be a game-changer. Imagine maritime architects and engineers who have already honed their skills on live projects, tackling challenges like port design, offshore wind farm integration, or sustainable coastal development.
The study also highlighted the potential for live projects to reshape education more broadly, calling for more rigorous research, sustainable institutional support, and broader adoption of this transformative model. “It aligns academic learning with professional and societal responsibilities,” Ragheb explained, a sentiment that resonates deeply with the maritime industry’s commitment to safety, sustainability, and community engagement.
While the study acknowledges some limitations, such as a lack of longitudinal impact studies and inconsistencies in terminology and assessment, the overall message is clear: live projects are a powerful tool for experiential learning, and their potential extends far beyond the walls of the classroom. For maritime professionals, this could mean new opportunities for partnerships with educational institutions, access to fresh talent well-versed in real-world problem-solving, and a collective push towards more sustainable and innovative design practices.
In the end, the study contributes a synthesized understanding of live project pedagogy, identifies operational and pedagogical challenges, and highlights the potential to reshape architectural education—and by extension, industries like maritime that rely on the creativity and expertise of these professionals. As the sector continues to evolve, embracing these educational trends could be key to staying ahead of the curve.