Workshops

Galala University in Egypt convened the first in-person TRANSABE-EDU workshop to explore strategies for embedding transdisciplinary approaches within the architecture and built environment (ABE) curriculum.

Twenty-seven participants—drawn from academic leadership, faculty, administrators, and sector experts at Ain Shams University, Cairo University, the British University in Egypt, and Coventry University-Egypt—came together via invitations distributed through established academic networks and institutional partnerships.

Over the course of the day, attendees reviewed existing operational shortcomings in Egyptian ABE programmes, including gaps in administrative and legal structures, and debated pathways for aligning local offerings with international quality standards.

Discussions also foregrounded the influence of cultural contexts on curriculum design, prompting collective recommendations to strengthen governance frameworks, foster intercultural collaboration, and ensure that emerging transnational modules remain both globally informed and locally resonant.

The second in-person stakeholder workshop was held at Northumbria University on 16 July 2024, gathering around 15 participants from Galala University, UK teams, and Northumbria University. Building on the outcomes of the previous workshops, the session focused on refining the proposed master's programs in Architecture and the Built Environment (ABE). 

Participants collaboratively reviewed the program structure, endorsing the integration of shared foundational modules—such as sustainability, research methods, and professional ethics—with specialised modules in areas like health, sustainable urbanism, global urban futures, and adaptive reuse. The discussion highlighted the need for flexible transnational education (TNE) delivery models, incorporating MOOCs, virtual mobility, work-integrated learning, and stackable micro-credentials to accommodate diverse learner needs.

Ensuring cross-cultural relevance and policy alignment emerged as a key priority, with module content tailored to meet both UK and Egyptian academic standards. Strengthening industry partnerships was identified as essential to shaping module content and delivery strategies, with defined follow-up actions to support the next phase of curriculum development and implementation.