Modularity in transition: reconciling open building principles with early design education

Purpose This study explores how design strategies based on modular thinking intersect with the principles of open building movement (OBM), in early architectural education. It aims to assess the pedagogical value of OBM's adaptability-focused framework when applied in a studio environment. Design/methodology/approach A qualitative case study was conducted on 20 student projects developed in a second-year architecture studio focused on modular, reconfigurable residential units for temporary student use. The projects were evaluated through core OBM principles – support–infill distinction, user agency and adaptation – alongside selected ideas from the Metabolism movement. Student feedback and iterative reflections were incorporated to triangulate the analysis. Findings Students successfully engaged with OBM concepts, especially at the infill level, using modular strategies to enable personalization and post-occupancy adaptability. However, the standardized dimensions of the living modules and students’ limited experience in technical knowledge and detailing led to limitations such as structural rigidity, reduced facade flexibility and insufficient technical resolution in the projects. Social implications The study posits adaptability as a social necessity, advocating for architectural education that prepares students to create resilient, inclusive environments. It emphasizes how OBM principles can democratize design, enabling transient users to modify environments without expensive renovations – a vital approach for sustainable urbanization. Originality/value This paper distinctly connects the systemic modularity of Metabolism with the user-centric pragmatism of OBM, evaluating their joint significance as a pedagogical foundation in early architectural education. It enhances discussions on sustainable design by framing adaptability as an instructive competency that reconciles industrial discipline, ecological resilience and participatory equity.