Architectural education in modern Kazakhstan: the impact of global trends and regional features

Abstract

The global challenges of the XXI century determine the search for new approaches to the design and construction of buildings and structures, architectural ensembles, cities and urban planning systems in
general, issues of sustainable development, energy efficiency, the search for regional and national identity attract special attention.
All this encourages us to look for adequate methods of training a new generation of architects capable of responding sensitively to these challenges, which is largely determined by the quality of architectural education,
which, in turn, largely depends on the structure and content of student training programs.
This work is aimed at studying and developing recommendations on changing the structure and content of educational programs for training architects in Kazakhstan, introducing the best practices of leading architectural
schools of the near and far abroad into them.
Materials and methods of research. A comparative analysis of the training programs for architects with a BSc qualification (or similar) was carried out at the K. I. Satpayev Kazakh National Research Technical University (Satbayev University) and in a number of the best architectural schools in the world.
The results of the study. The results of the study were: comparative quantitative characteristics of educational programs for Bachelor of Architecture at Satbayev University, in architectural schools of the near and far abroad, as well as conclusions and recommendations aimed at their improvement.
Discussion and conclusion. The practical significance of the conducted research lies in specific recommendations on changing the structure and content of educational programs for training architects at the bachelor’s degree level in Kazakhstan. The prospects of the research are in the development of new methods of teaching students, taking into account the peculiarities of the training of architects in the modern world.