LANDesign: A Knowledge Continuum Framework in Landscape Design Studio Pedagogy

DOI

10.2991/978-94-6239-745-3_7How to use a DOI?

Keywords

landscape architecture; LANDesign; pedagogy; performance

Abstract

Studio-based learning remains fundamental in landscape architectural education, emphasizing iterative design exploration, critique, and reflective practice. However, conventional studio models often produce fragmented and non-cumulative outputs, where student projects are archived without systematic reuse across cohorts, limiting knowledge continuity and reflective learning. In response, LANDesign was introduced in 2024 as a publication-oriented pedagogical framework that transforms studio outputs into curated and accessible learning resources.

This study aims to evaluate the effectiveness of the LANDesign framework in enhancing student performance, supporting knowledge continuity, and strengthening motivation within landscape design studios. Specifically, the study examines students’ perceptions toward publication-oriented learning and investigates the relationship between publication practices, external review, and student motivation.

A convergent mixed-methods approach was adopted, integrating comparative performance analysis across three semesters, survey data (n = 72), and studio observations (n = 54). The findings indicate improved performance consistency, with stronger concentration of grades within higher achievement categories. Survey findings revealed strong acceptance of the publication component, with 94.4% of students expressing positive agreement. Inferential statistical analysis further demonstrated significant positive relationships between publication-oriented learning, external review engagement, and students’ personal motivation (p < 0.05). Multiple regression analysis identified report publication as the strongest predictor influencing reflective engagement and studio motivation.

Overall, the findings suggest that embedding structured documentation and publication within studio pedagogy enhances reflective learning, motivation, and knowledge continuity. The study provides empirical evidence that LANDesign functions as a scalable framework for cumulative studio-based learning in landscape architectural education.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if you modified the licensed material. You do not have permission under this license to share adapted material derived from this chapter or parts of it.

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TY  - CONF
AU  - Nur Huzeima Mohd Hussain
AU  - Atikah Fukaihah Amir
AU  - Wan Noor Anira Wan Ali
AU  - Muhamad Zaedi Mohd Asri
PY  - 2026
DA  - 2026/08/24
TI  - LANDesign: A Knowledge Continuum Framework in Landscape Design Studio Pedagogy
BT  - Proceedings of the International Conference on Research, Innovation, Sustainability, and Educations (IRISECON 2026)
PB  - Atlantis Press
SP  - 86
EP  - 99
SN  - 3091-4442
UR  - https://doi.org/10.2991/978-94-6239-745-3_7
DO  - 10.2991/978-94-6239-745-3_7
ID  - Hussain2026
ER  -