Guzel, Z. T. (2026) Institutionalizing the disaster-space nexus in landscape architecture education: A curriculum analysis across Türkiye. International Journal of Disaster Resilience in the Built Environment, 17(4), pp. 527-550. ISSN 1759-5908
Abstract
Purpose – In disaster-prone contexts, the built environment disciplines play a critical role in advancing resilience. Landscape architecture, as an interface between ecological systems and spatial planning, holds particular potential in integrating disaster-sensitive design approaches. This study aims to examine how disaster management is embedded within undergraduate landscape architecture curricula across Türkiye. Design/methodology/approach – Based on 2025 YOK data, 43 undergraduate programmes were analyzed using thematic content analysis. The study evaluated course titles, descriptions and credit distributions, considering institutional structure and geographical location to identify patterns in the curricular positioning of disaster-related knowledge within landscape architecture education. Findings – The findings reveal that disaster-related topics are predominantly addressed through theoretical courses focusing on climate change, ecological conservation and environmental restoration. While disaster awareness is present, its explicit integration into spatial design studios remains limited and largely confined to elective modules. This indicates a structural gap between disaster literacy and its translation into resilience-oriented design production within the built environment. To address this gap, the study outlines a three-tiered pedagogical framework – cognitive, integrative and transformative – as a conceptual approach that may contribute to strengthening the institutionalization of the disasterspace nexus in landscape architecture education. Originality/value – This study provides, to the best of the author's knowledge, the first systematic national-level evaluation of disaster-oriented curriculum structures in landscape architecture in Türkiye and contributes a pedagogical model to enhance resilience integration within built environment education.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | built environment; design; disaster management; education; landscape architecture; planning |
| Index terms: | institutionalization, strengthening, integration, content analysis, design studio, module, climate change, spatial planning, built environment, restoration, conservation, disaster management, programme, built environment education, undergraduate, methodology |
| Subjects: | professional development, data analysis and analytics, sociology, environmental policy, infrastructure and transport systems, design practice, renovation and retrofit, project controls, architectural elements, research methods, financial risk, climate science, urban design, organizational analysis, curriculum development, structural engineering |
| Topics: | Engineering Principles, Research Practice, Organizational Design, Time Control, Sustainability, Design Practice, Urban Studies, Roles and Professions, Cost Management, Education |
| Descriptive scope: | 4 PCTA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here