Integrating Vedic principles into architectural education: a systematic literature review

Abstract This systematic literature review (SLR) delves deep into the body of knowledge in Architectural Education where Vedic principles have been used in the context of popular learning theories. The purpose here is to elicit information about the theories of learning and identify the most prominent theories so that the nature of research undertaken so far can be classified based on the contribution of the theories, research focus, and research type. Further, after screening the literature, data extraction and synthesis is carried out leading to the identification of research gaps. Additionally, the factors that emerge through the selected literature have been grouped with their associated variables to provide a future direction for researchers to develop a framework for seamlessly integrating Vedic Architecture (VA) principles and practices into the architectural curriculum. The research methodology utilized in this study adopts an SLR approach characterized by deductive reasoning based on evidence. This deliberate choice aims to ensure a transparent and logical process, minimizing bias through extensive literature searches. The objective is to reach well-founded decisions, procedures, and conclusions that address the specific research questions posed. This review identified that there were four prominent theories used in the context of Architectural education using VA. Experiential Learning Theory (ELT) leads with 31% of the total 97 papers followed by Constructivist Learning Theory (CLT) (26%), Cultural-Historical Activity Theory (CAT) (24%), and Transformative Learning Theory (TLT) with 19 papers (19%). In research focus based classification, model development-based papers (55.7%) dominated the literature. In the classification of research type there were a higher number of papers on empirical research (36.1%). Six key research gaps have been identified that future researchers can attempt to address or fill. Finally, six major factors have been derived from the papers reviewed in this SLR, which could form the foundation for the development of a VA-based educational model. The SLR will assist practitioners and researchers in determining the key factors which need to be considered while developing a holistic model of VA based curriculum in architectural education. The limitation could be the focus laid on only four theories which dominated the contemporary research literature ignoring the other theories. The research is an original contribution to the knowledge base considering the literature from the past 25 years, the period during which the research in VA in architectural education has been active globally. The value addition is in terms of the identification of the underpinning theories to be considered in the development of a holistic model.