A Comparative Study of Constructivism Learning Indicators in Master of Architecture Curriculum in US, UK, Turkey and Iran

This paper comparatively examines the indicators of constructivist education in master’s architecture curriculum of selected universities in terms of environment, program, teaching methods and evaluation. The purpose of this study is to identify ways to promote architecture education in Iran. The research sample was purposefully selected. The research method was comparative with qualitative approach and based on Stages in Bereday’s Comparative Method in Education: 1) Description, 2) Interpretation, 3) Juxtaposition and 4) Comparison. The data were collected from library, web-based information and students and professors interviews that analyzed in tables and charts format. A comparison of the strategies of Harvard, AA, Bilkent and Shiraz universities showed that Harvard offers the most flexible curriculum among the universities. AA is stronger in hosting educational aid events as well as evaluating the program execution. By making the most of its potential to employ and exchange international teachers and students, Bilkent University seeks to improve teaching practices to the world first level. The rigid program and long-term revision is the most important problem of Shiraz University curriculum.