Post-COVID-19 Sustainable Architecture Design Studio


  • Pattaranan Takkanon Department of Building Innovation, Faculty of Architecture, Kasetsart University, Bangkok



post-COVID-19, design studio, sustainable architecture, passive design, ventilation


COVID-19 outbreak has set the beginning of new normal in many parts of the world. The impact of COVID-19 was recognized in all sectors, including higher education. Many new ways of teaching and learning are taking place. Despite lockdowns and social distancing that transformed on-site classrooms to online classrooms, architecture design studio programs should also adapt and respond to the COVID-19 pandemic as well as contribute to society by taking the real-world projects. The architectural program of the Department of Building Innovation, Faculty of Architecture, Kasetsart University in Bangkok took the initiative in designing studio project programs to acknowledge the new normal. The programs were assigned to 2nd-year Sustainable Architecture Design Studio during the 1st semester (July-November) of the academic year 2020. Physical distancing, passive design, especially ventilation strategies, were the focus. Means to prove design performance include calculation and Computational Fluid Dynamics (CFD) methods. The paper shows results of the post-COVID-19 eco canteen and 50-bed hospital design programs.


Bourouiba, L. (2020). Turbulent gas clouds and respiratory pathogen emissions: Potential implications for reducing transmission of COVID-19. The Journal of the American Medical Association, Vol. 323(18), 1837-1838.

Dizdar, S. I. (2015). Architectural education, project design course and education process using examples. Procedia - Social and Behavioral Sciences, 176, 276-283.

Grover, R., Emmitt, S., & Copping, A. (2020). Critical learning for sustainable architecture: Opportunities for design studio pedagogy. Sustainable Cities and Society, 53, 101876.

Haque, S. E., & Rahman, M. (2020). Association between temperature, humidity, and COVID-19 outbreaks in Bangladesh. Environmental Science and Policy, 114, 253-255.

Kurt, S. (2009). An analytic study on the traditional studio environments and the use of the constructivist studio in the architectural design education Procedia Social and Behavioral Sciences, 1, 401–408.

Megahed, N. A., & Ghoneim, E. M. (2020). Antivirus-built environment: Lessons learned from Covid-19 pandemic. Sustainable Cities and Society, 61, 102350.

Schön, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.

Setti, L., Passarini, F., De Gennaro, G., Barbieri, P., Perrone, M., Borelli, M., & Miani, A. (2020). Airborne transmission route of COVID-19: Why 2 meters/6 feet of interpersonal distance could not be enough. International Journal of Environmental Research and Public Health, 17(8), 2932. Retrieved from

Soliman, A. M. (2017). Appropriate teaching and learning strategies for the architectura ldesign process in pedagogic design studios. Frontiers of Architectural Research, 6, 204–217.

Suna, C., Zhiqiang Zhai (John). (2020). The efficacy of social distance and ventilation effectiveness in preventing COVID-19 transmission. Sustainable Cities and Society, 62, 102390.

Yu, H. C., Mui, K. W., Wong, L. T., & Chu, H. S. (2017). Ventilation of general hospital wards for mitigating infection risks of three kinds of viruses including Middle East respiratory syndrome coronavirus. Indoor and Built Environment, 26(4), 514–527.

Warren, R., Price, J., Fischlin, A., Santos, S. d. l. N., & Midgley, G. (2010). Increasing impacts of climate change upon ecosystems with increasing global mean temperature rise. Climate Change. DOI: 10.1007/s10584-010-9923-5.




How to Cite

Takkanon, P. (2021). Post-COVID-19 Sustainable Architecture Design Studio. SMART: Seminar on Architecture Research and Technology, 5(1), 59–68.