ID:
SH007
Duration (hours):
120
CFU:
12
SSD:
TECNOLOGIA DELL'ARCHITETTURA
Located in:
PESCARA
Url:
SUSTAINABLE HABITAT SCIENCES/CORSO GENERICO Year: 2
Year:
2026
Course Catalogue:
Overview
Date/time interval
Secondo Semestre (22/02/2027 - 21/05/2027)
Syllabus
Course Objectives
The subject Technologies for Sustainable Management of the Built Environment is aimed at tackling the technological-environmental problems and implications inherent in the transformation processes of the built environment. It also aims to provide students (future junior planners) with the knowledge necessary to develop a sustainable and responsible technological-design consciousness towards the management of the context's material and immaterial resources.
This objective will be achieved by focusing on the fundamental aspects of the process of transformation of the built environment, in order to enable the development of multiple scenarios, alternative visions, and proactive conceptualisations even before the executive project. For all these decision-making, forecasting, and projective activities, the following are necessary:
• an adaptive and flexible capacity for the management, control, and verification of planned and programmed actions;
• a meta-design approach to define multiple, non-unidirectional actions that enable adaptiveness and solve changing problems.
The Project Cycle Management approach will be adopted as the basic method for ensuring the coherence of the process, including the exploration of preconditions and conditions, KPI indicators, and verification documents in relation to the different stages of project development and the various levels of objectives, activities, and results.
The meta-design approach implies a circular logic for the management, forecasting, and planning of interventions, specifically technological, environmental, multisystemic, and performance- and evidence-based. It will be adopted to anticipate and govern the implications of planning choices rather than chase the changing and evolving demand for high-quality living spaces.
The training path will be aimed at understanding:
• the levels of coherence and congruence between the availability of resources, the conscious use of technologies, and the definition of the environmental system of interventions;
• the economic, ecological, and social impacts of intervention options on the functional, ethical, expressive, and symbolic values of projects at the urban and territorial scales;
• the approaches, methods, tools, and procedures for the sustainable management and environmental-technological meta-design of the urban habitat;
• the environmental-technological management of the transformation processes of the built environment, also in view of future evaluation and certification processes for interventions;
• the adoption of the Project Cycle Management process and its related operational tools as a common and shared approach to co-designing, developing, and evaluating planning and decision-making activities;
• the methodological steps for using AI tools in scenarization, visioning, and conceptualisation activities, integrating and comparing different prompts, open-source platforms, and multiple critical analyses of the results;
• the integration of environmental-technological nature-based components to support the adaptability of the built environment in response to contemporary and future ecological, social, climatic, and energy-economic changes.
At the end of the course, students will be expected to demonstrate (both in general and through a specific urban simulation exercise) the following skills and capabilities:
• recognise the factors and actors interacting within the urban context (those operating in the technological-environmental system, user categories, and the main environmental pressure factors);
• distinguish the processes and functions of the urban technological-environmental system (what happens within the technological-environmental system, and the system of uses and users' behaviours);
• read and frame technological-environmental phenomena at both spatial and temporal scales (where and when the processes of use and transformation of the technological-environmental system take place, and the demand system);
• decode the ways in which urban living space is used and transformed (how the processes of the technological-environmental system take place and evolve);
• interpret the reasons for and problems associated with the transformation of the urban technological-environmental system by anticipating its requirements and qualitative conditions (why the modifications are implemented);
• manage urban living space as a technological-environmental system in which relationships and connections are woven between design, space, and quality through the co-evolution of nature, technology, and people;
• organise the planning of complex systems of interventions using the Project Cycle Management approach and the Logical Framework tool;
• prepare coherent data, define and verify an appropriate prompt (the demand of the plan/project), select the most suitable general or specialised AI platform, choose the contextual data, documents, and inputs required to train the AI session, and verify and refine the results.
This objective will be achieved by focusing on the fundamental aspects of the process of transformation of the built environment, in order to enable the development of multiple scenarios, alternative visions, and proactive conceptualisations even before the executive project. For all these decision-making, forecasting, and projective activities, the following are necessary:
• an adaptive and flexible capacity for the management, control, and verification of planned and programmed actions;
• a meta-design approach to define multiple, non-unidirectional actions that enable adaptiveness and solve changing problems.
The Project Cycle Management approach will be adopted as the basic method for ensuring the coherence of the process, including the exploration of preconditions and conditions, KPI indicators, and verification documents in relation to the different stages of project development and the various levels of objectives, activities, and results.
The meta-design approach implies a circular logic for the management, forecasting, and planning of interventions, specifically technological, environmental, multisystemic, and performance- and evidence-based. It will be adopted to anticipate and govern the implications of planning choices rather than chase the changing and evolving demand for high-quality living spaces.
The training path will be aimed at understanding:
• the levels of coherence and congruence between the availability of resources, the conscious use of technologies, and the definition of the environmental system of interventions;
• the economic, ecological, and social impacts of intervention options on the functional, ethical, expressive, and symbolic values of projects at the urban and territorial scales;
• the approaches, methods, tools, and procedures for the sustainable management and environmental-technological meta-design of the urban habitat;
• the environmental-technological management of the transformation processes of the built environment, also in view of future evaluation and certification processes for interventions;
• the adoption of the Project Cycle Management process and its related operational tools as a common and shared approach to co-designing, developing, and evaluating planning and decision-making activities;
• the methodological steps for using AI tools in scenarization, visioning, and conceptualisation activities, integrating and comparing different prompts, open-source platforms, and multiple critical analyses of the results;
• the integration of environmental-technological nature-based components to support the adaptability of the built environment in response to contemporary and future ecological, social, climatic, and energy-economic changes.
At the end of the course, students will be expected to demonstrate (both in general and through a specific urban simulation exercise) the following skills and capabilities:
• recognise the factors and actors interacting within the urban context (those operating in the technological-environmental system, user categories, and the main environmental pressure factors);
• distinguish the processes and functions of the urban technological-environmental system (what happens within the technological-environmental system, and the system of uses and users' behaviours);
• read and frame technological-environmental phenomena at both spatial and temporal scales (where and when the processes of use and transformation of the technological-environmental system take place, and the demand system);
• decode the ways in which urban living space is used and transformed (how the processes of the technological-environmental system take place and evolve);
• interpret the reasons for and problems associated with the transformation of the urban technological-environmental system by anticipating its requirements and qualitative conditions (why the modifications are implemented);
• manage urban living space as a technological-environmental system in which relationships and connections are woven between design, space, and quality through the co-evolution of nature, technology, and people;
• organise the planning of complex systems of interventions using the Project Cycle Management approach and the Logical Framework tool;
• prepare coherent data, define and verify an appropriate prompt (the demand of the plan/project), select the most suitable general or specialised AI platform, choose the contextual data, documents, and inputs required to train the AI session, and verify and refine the results.
Course Prerequisites
No specific pre-requirements are required. However, it is advisable to have passed the final examination related to the first-year course units and to have attended at least the lectures of the first semester of the second year of the degree course.
For this reason, a basic knowledge of techniques for the development and communication of project work through analogue or digital tools is required.
For this reason, a basic knowledge of techniques for the development and communication of project work through analogue or digital tools is required.
Teaching Methods
The teaching methods and support activities include:
• Ex cathedra lectures delivered in blended format: online for working students (PA 110 e lode initiative) and in person for all other students.
• Theoretical and practical training activities (individual and/or team-based).
• Mandatory progress reviews of the exercise activities (individual and/or team-based).
• Plenary review sessions.
• Inclusion checklist (during the opening day).
• Pre-examination session on the results of the teamwork.
• Final individual examination.
Teaching methods will include specific experiential, participatory, and interactive teamwork activities: on-site walkabouts, problem analysis based on a collective serious-game process, interactive ongoing review sessions on the progress of the teamwork, and two participatory workshops involving external stakeholders.
The lectures plan will be organised around the following topics:
• Ethical and inclusive approaches to technologies for a sustainable habitat.
• Managing the Problematic Framework: Quality and Anthropological Dimensions.
• Contextual factors: Agents and topological dimensions.
• Contextual factors: Technological agents and dimensions.
• Scenarization: From analysis to forecasting.
• Scenarization: Scenario planning and the appropriate use of AI.
• Project Cycle Management: Project processes and the Logical Framework.
• Visioning and forecasting: The dimensions of in-between space.
• Visioning and forecasting: Meta-design visions for the built environment.
• Resource issues and the integration of technological innovations.
• Conceptualisation and the master plan: How can quality be incorporated?
• Conceptualisation and meta-design: How is a concept developed?
• Project Management and Environmental-Technological Meta-design: A synergistic two-way approach.
Labour market relevance
With regard to this activity, labour market feedback will be collected by involving:
a general stakeholder engaged in the planning of sustainable actions;
a stakeholder representing the field of public institutions.
The results and details of these two activities will be documented through two dedicated ex post evaluation reports.
Digital tools
In addition to the conventional software used for design activities (CAD, 3D modelling, rendering, and image editing), different open-access AI large language model (LLM) platforms will be used to support the three stages of the meta-design process:
• Perplexity Academy (for academic research), Gemini (general technical support), and Reliablesoft for the scenarization stage and prompt refinement.
• Gemini, ChatGPT, and Reliablesoft for the visioning stage and prompt refinement.
• Gemini, ChatGPT, and Reliablesoft for the conceptualisation stage and prompt refinement.
Other LLM platforms may be integrated or introduced during the course activities.
• Ex cathedra lectures delivered in blended format: online for working students (PA 110 e lode initiative) and in person for all other students.
• Theoretical and practical training activities (individual and/or team-based).
• Mandatory progress reviews of the exercise activities (individual and/or team-based).
• Plenary review sessions.
• Inclusion checklist (during the opening day).
• Pre-examination session on the results of the teamwork.
• Final individual examination.
Teaching methods will include specific experiential, participatory, and interactive teamwork activities: on-site walkabouts, problem analysis based on a collective serious-game process, interactive ongoing review sessions on the progress of the teamwork, and two participatory workshops involving external stakeholders.
The lectures plan will be organised around the following topics:
• Ethical and inclusive approaches to technologies for a sustainable habitat.
• Managing the Problematic Framework: Quality and Anthropological Dimensions.
• Contextual factors: Agents and topological dimensions.
• Contextual factors: Technological agents and dimensions.
• Scenarization: From analysis to forecasting.
• Scenarization: Scenario planning and the appropriate use of AI.
• Project Cycle Management: Project processes and the Logical Framework.
• Visioning and forecasting: The dimensions of in-between space.
• Visioning and forecasting: Meta-design visions for the built environment.
• Resource issues and the integration of technological innovations.
• Conceptualisation and the master plan: How can quality be incorporated?
• Conceptualisation and meta-design: How is a concept developed?
• Project Management and Environmental-Technological Meta-design: A synergistic two-way approach.
Labour market relevance
With regard to this activity, labour market feedback will be collected by involving:
a general stakeholder engaged in the planning of sustainable actions;
a stakeholder representing the field of public institutions.
The results and details of these two activities will be documented through two dedicated ex post evaluation reports.
Digital tools
In addition to the conventional software used for design activities (CAD, 3D modelling, rendering, and image editing), different open-access AI large language model (LLM) platforms will be used to support the three stages of the meta-design process:
• Perplexity Academy (for academic research), Gemini (general technical support), and Reliablesoft for the scenarization stage and prompt refinement.
• Gemini, ChatGPT, and Reliablesoft for the visioning stage and prompt refinement.
• Gemini, ChatGPT, and Reliablesoft for the conceptualisation stage and prompt refinement.
Other LLM platforms may be integrated or introduced during the course activities.
Assessment Methods
The topics addressed during the lectures will be studied through individual activities and teamwork based on a real urban-scale case study (the case study will be defined at the beginning of the course).
The practical activities on the case study will be developed through models, graphic and written elaborations, and computer simulations.
Three plenary review sessions will be organised using the Mentimeter software, with live multiple-choice quizzes and questionnaires. The results will be shared and discussed with the students.
A dedicated ongoing assessment rubric will be completed throughout the course for each student, in order to assess and certify the personal skills and competences acquired during the activities.
A pre-examination review will be organised to discuss the results of the teamwork and to define a preliminary, non-final evaluation.
The examination for the acquisition of the 12 ECTS credits in ICAR-12/CEAR-08C is individual and will focus on the theoretical and practical contents addressed during the course, as well as on the results of the individual and team activities.
With regard to inclusion, the following support activity is provided.
Students with disabilities, learning disabilities (LDs), or other special educational needs may benefit from individualised arrangements during examinations, in compliance with the regulations and the provisions of the University Service Charter (https://www.unich.it/sites/default/files/2024-02/carta_dei_servizi_0.pdf), following consultation with the course instructor. To request compensatory and dispensatory measures, students should contact the CON_TE_STO Service, following the procedure indicated in the Service Charter. Students are encouraged to contact the instructor during the course, or well in advance of the examination date, to discuss the examination procedures and the support measures available.
For information and guidance on the various services offered by the University, please contact the Department Coordinator: Professor Daniela Ladiana (daniela.ladiana@unich.it).
An inclusion checklist will be provided at the beginning of the course, in collaboration with the CON_TE_STO Service (the University's in-house support service). Where appropriate, requests for support will be discussed and organised according to the specific needs of each student.
The practical activities on the case study will be developed through models, graphic and written elaborations, and computer simulations.
Three plenary review sessions will be organised using the Mentimeter software, with live multiple-choice quizzes and questionnaires. The results will be shared and discussed with the students.
A dedicated ongoing assessment rubric will be completed throughout the course for each student, in order to assess and certify the personal skills and competences acquired during the activities.
A pre-examination review will be organised to discuss the results of the teamwork and to define a preliminary, non-final evaluation.
The examination for the acquisition of the 12 ECTS credits in ICAR-12/CEAR-08C is individual and will focus on the theoretical and practical contents addressed during the course, as well as on the results of the individual and team activities.
With regard to inclusion, the following support activity is provided.
Students with disabilities, learning disabilities (LDs), or other special educational needs may benefit from individualised arrangements during examinations, in compliance with the regulations and the provisions of the University Service Charter (https://www.unich.it/sites/default/files/2024-02/carta_dei_servizi_0.pdf), following consultation with the course instructor. To request compensatory and dispensatory measures, students should contact the CON_TE_STO Service, following the procedure indicated in the Service Charter. Students are encouraged to contact the instructor during the course, or well in advance of the examination date, to discuss the examination procedures and the support measures available.
For information and guidance on the various services offered by the University, please contact the Department Coordinator: Professor Daniela Ladiana (daniela.ladiana@unich.it).
An inclusion checklist will be provided at the beginning of the course, in collaboration with the CON_TE_STO Service (the University's in-house support service). Where appropriate, requests for support will be discussed and organised according to the specific needs of each student.
Texts
• Angelucci, F. (2023). Il sistema Spazio-Ambientale urbano. La metaprogettazione tecnologica ambientale degli spazi intermedi urbani, AltrAlinea Editrice, Firenze, I.
• Another text free selected and proposed by each student.
Any other text proposed by students will be accepted, provided that it is consistent with the course objectives and intended learning outcomes.
Additional recommended readings (articles, scientific papers, etc.) related to specific topics will be introduced during the exercise activities.
Students whose first language is not Italian may request bibliographic materials and study resources in English.
• Another text free selected and proposed by each student.
Any other text proposed by students will be accepted, provided that it is consistent with the course objectives and intended learning outcomes.
Additional recommended readings (articles, scientific papers, etc.) related to specific topics will be introduced during the exercise activities.
Students whose first language is not Italian may request bibliographic materials and study resources in English.
Contents
The subject Technologies for Sustainable Management of the Built Environment provides students with knowledge regarding the responsibilities, technical skills, and appropriate levels of design governance and the management of interventions.
These abilities are specific to all graduates of the Bachelor's Degree in Sustainable Habitat Science and are necessary to work within the human habitat to configure cities, landscapes, and territories as a fourth regulatory-enabling environment.
One of the main challenges to be addressed in the design of the built environment lies in the activation of shared, open, and inclusive paths aimed at configuring an enabling living space. In fact, we are living in a historical period in which technological pressure pervades the lives of all individuals and in which access to natural, technical, and economic resources no longer seems to be guaranteed for everyone. Another contemporary priority challenge for planners is related to the appropriate use of data, new technological tools, and AI-generated information and knowledge. The main goal is to integrate into the existing course contents the first elements, knowledge, and skills required to introduce the innovations of the so-called Fourth Technological Revolution into the decision-making and problem-solving processes of design management.
In both cases, it is necessary to support students in developing an enabling use of technological resources.
The definition of the enabling capabilities of technology can be applied to:
• the inhabiting space and the built environment, in relation to the new paradigms of urban, landscape, territorial, and zero-energy design (e.g. healthy city, liveable city, resilient city, smart city, etc.);
• the concept of the environmental factor introduced in the official documents of the World Health Organization, considering human artefacts (e.g. devices, buildings, cities, landscapes, and services) as technological components with enabling or disabling capabilities.
During the lectures and individual/team exercises, students will explore aspects of the technological and environmental meta-design of urban spatial-environmental systems, understood as complex interfaces between nature, people, buildings, and the city.
The lectures and exercises will also explore the fundamental aspects of the management and meta-design process through the use of artificial intelligence (AI) systems.
The skills to be developed in students are aimed at:
• the study of the physical-environmental, social, economic-productive, and ecological dimensions that interact within the urban habitat;
• the use of approaches, methods, EU tools, and procedures to verify and assess the outcomes of possible design decisions and future project solutions;
• the development of skills to model and govern urban space with a view to using appropriate technological solutions aimed at improving the natural and human habitat;
• the integration of participatory approaches and AI-based processes to support an inclusive, sustainable, and adaptive habitat.
These abilities are specific to all graduates of the Bachelor's Degree in Sustainable Habitat Science and are necessary to work within the human habitat to configure cities, landscapes, and territories as a fourth regulatory-enabling environment.
One of the main challenges to be addressed in the design of the built environment lies in the activation of shared, open, and inclusive paths aimed at configuring an enabling living space. In fact, we are living in a historical period in which technological pressure pervades the lives of all individuals and in which access to natural, technical, and economic resources no longer seems to be guaranteed for everyone. Another contemporary priority challenge for planners is related to the appropriate use of data, new technological tools, and AI-generated information and knowledge. The main goal is to integrate into the existing course contents the first elements, knowledge, and skills required to introduce the innovations of the so-called Fourth Technological Revolution into the decision-making and problem-solving processes of design management.
In both cases, it is necessary to support students in developing an enabling use of technological resources.
The definition of the enabling capabilities of technology can be applied to:
• the inhabiting space and the built environment, in relation to the new paradigms of urban, landscape, territorial, and zero-energy design (e.g. healthy city, liveable city, resilient city, smart city, etc.);
• the concept of the environmental factor introduced in the official documents of the World Health Organization, considering human artefacts (e.g. devices, buildings, cities, landscapes, and services) as technological components with enabling or disabling capabilities.
During the lectures and individual/team exercises, students will explore aspects of the technological and environmental meta-design of urban spatial-environmental systems, understood as complex interfaces between nature, people, buildings, and the city.
The lectures and exercises will also explore the fundamental aspects of the management and meta-design process through the use of artificial intelligence (AI) systems.
The skills to be developed in students are aimed at:
• the study of the physical-environmental, social, economic-productive, and ecological dimensions that interact within the urban habitat;
• the use of approaches, methods, EU tools, and procedures to verify and assess the outcomes of possible design decisions and future project solutions;
• the development of skills to model and govern urban space with a view to using appropriate technological solutions aimed at improving the natural and human habitat;
• the integration of participatory approaches and AI-based processes to support an inclusive, sustainable, and adaptive habitat.
Course Language
ITALIAN (Lectures, revisions, exercise activities, exams)
ENGLISH (Revisions, exercise activities, exams)
ENGLISH (Revisions, exercise activities, exams)
More information
Period of teaching activities: Second semester.
Registration for the course is required.
Attendance at lectures is recommended.
Office hours: Wednesday, 10:00–12:00 (to be confirmed), at the Department of Architecture, Polo Didattico, Viale Pindaro, Pescara, by prior appointment via email: filippo.angelucci@unich.it.
Examination calendar: to be announced following communication from the Degree Course Secretariat.
Starting date of the teaching activities: to be announced according to the timetable and classroom allocation communicated by the Degree Course Secretariat.
Registration for the course is required.
Attendance at lectures is recommended.
Office hours: Wednesday, 10:00–12:00 (to be confirmed), at the Department of Architecture, Polo Didattico, Viale Pindaro, Pescara, by prior appointment via email: filippo.angelucci@unich.it.
Examination calendar: to be announced following communication from the Degree Course Secretariat.
Starting date of the teaching activities: to be announced according to the timetable and classroom allocation communicated by the Degree Course Secretariat.
Degrees
Degrees
SUSTAINABLE HABITAT SCIENCES
Bachelor’s Degree
3 years
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People
People
Docenti di ruolo di IIa fascia
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