International Journal of Architectural Engineering & Urban Planning

en An Explanation of the Architectural Education Model Based on the Concept of Human Position: The Case of Technical Design Students at Islamic Azad University, South Tehran Branch Architecture Architecture Research Paper Research Paper Among the various components of the educational system, the instructor constitutes the most influential element; therefore, professors and teachers are regarded as the primary agents of pedagogical development and transformation. In architectural education, insufficient attention to the position of the human being has been identified as a limitation of traditional educational approaches. It is expected that this shortcoming can be addressed in contemporary architectural education through a deeper understanding of the human dimension, the profound perspectives and principles employed by master architects in resolving construction-related challenges, establishing meaningful relationships between new buildings and their environmental context, and accurately interpreting human relationships. The effective transmission of these principles to students is therefore of particular importance. This study aims to enhance the quality of higher education by explaining a model of a competent professor within the context of Iranian higher education. To achieve this objective, a qualitative research methodology based on the content analysis approach was adopted. Data were collected through semi-structured interviews and participant observation. The principal research question explores students’ perceptions regarding the characteristics of a competent professor among students enrolled in the Architectural Technical Design course at Islamic Azad University, South Tehran Branch. The findings indicate that a score range of 5–6 out of 6 was obtained for the dimensions of mastery of the Architectural Technical Design course, up-to-date knowledge, creativity, integration of theory and practice, professional experience, responsibility, high expectations of students, eloquence, and fair evaluation. A score range of 4–5 out of 6 was obtained for optimism and positive thinking, research capability, constructive interaction with students, approachability, enthusiasm, and well-organized course content. Furthermore, a score range of 3–4 out of 6 was recorded for flexibility. The findings highlight the significance of professional competence, pedagogical effectiveness, and human-centered educational approaches in architectural education and provide a framework for identifying and promoting the characteristics of competent professors in higher education.   Human Position, Competent Professor, Traditional Architecture Education, Wisdom and Knowledge, Skill 0 0 http://ijaup.iust.ac.ir/browse.php?a_code=A-11-2124-1&slc_lang=en&sid=1 Hassan Torabi hassan.torabi6012@iau.ac.ir 180031947532846008587 180031947532846008587 No Department of Architecture, SR.C., Islamic Azad University, Tehran, Iran Razieh Labibzadeh r-labibzadeh@srb.iau.ir 180031947532846008588 180031947532846008588 Yes Department of Architecture, SR.C., Islamic Azad University, Tehran, Iran Hossein Zabihi h.zabihi@srb.iau.ir 180031947532846008589 180031947532846008589 No Department of Urban Planning, SR.C., Islamic Azad University, Tehran, Iran