The designer, the actor (operator).

• The investor faces challenges related to the built environment and the surrounding context.

• Possessing an entrepreneurial culture, and imbued with contemporary concerns regarding innovation, technological advancement, and environmental conservation.

• The one who is aware of the extent of socio-economic transformations.

• Potentially suited to an academic path.

Objectives of the first academic year:

• Acquire the fundamentals of architecture.

• Discovering and exploring the field of architecture.

• Access to architectural representation and communication tools:

  • Standardized drawing, eye training as a means of estimating object proportions, simulating scale through manipulation…

• Developing creativity and stimulating imagination.

Objectives of the second academic year:

Reconciling physical, environmental, and socio-cultural (social and cultural) determinants.

Based on familiar study, the learner expands their field of knowledge by gradually integrating contextual determinants, which they will have to deal with in a project-learning situation as a synthetic outcome of acquired knowledge.

In addition to raising awareness of urban standards, this curriculum is expected to provide basic principles for:

• Typical-morphological analysis (formal and pattern analysis).

• The dialectic between the organism and its environment.

• Saturation with the social dimension of space.

Third academic year:

This stage lies at the intersection of educational approaches that advocate for preparation and mastery, and it is pivotal as it crystallizes the acquired knowledge in reading and understanding architecture and transforms it into the ability to generate project ideas. It serves as a bridge connecting intention and design, and simultaneously emerges as a field for reflection on conceptual activity. Its ultimate goal is to arrive at the mechanisms of architectural and urban projection in its formal, functional, structural, and environmental dimensions.

Goals of the third educational year:

• Acquiring and mastering the methodological tools of architectural design.

• Building a systematic corpus.

• Representing and showcasing project ideas.

• The transition from concept to design.

Objectives of the fourth educational year:

• Mastery of the owner (project owner), supervision of design, supervision of implementation (construction).

  • Managing the project process in its stages of registration, programming, configuration (design), and implementation.

  • The practical application of a culture of building through the assimilation of technological innovations in particular.

Goals of the fifth educational year:

• Forming a theoretical corpus as an objective, systematic, and contextual basis should lead to the ability to prepare an architectural project.

• The ability to retrieve the output of work completed within the framework of the "end-of-study project" on topics open to different sensibilities related to the field of architecture.