A comparative curriculum analysis of Cambodian architecture programs against the UNESCO–UIA Charter for Architectural Education
DOI:
https://doi.org/10.62037/cjer.2026.06.02.02Keywords:
Cambodian architectural education, UNESCO–UIA Charter for Architectural Education, curriculum analysis, architecture accreditation, CambodiaAbstract
This study analyzes and compares Cambodian architecture programs using a framework adapted from the United Nations Educational, Scientific and Cultural Organization and the International Union of Architects (UNESCO–UIA), together with relevant literature on architectural Knowledge Domains. The analysis draws on publicly available curriculum information collected from Cambodian university websites between 6 and 10 April 2026. Courses were classified into six UNESCO–UIA Knowledge Domains: Cultural and Artistic Studies, Social Studies, Environmental Studies, Technical Studies, Design Studies, and Professional Studies. Among the 20 programs identified across 20 universities, 12 provided sufficient curriculum information for detailed analysis. Across these programs, Design Studio consistently constituted the largest curricular component, ranging from 21.7% to 33.9%. However, considerable variation existed in the distribution of supporting Knowledge Domains, particularly Technical Studies (13–35%) and Design Studies (6.5–17.5%). Professional Studies generally received a smaller curricular allocation across most programs. As the first study to benchmark Cambodian undergraduate architecture curricula against the UNESCO–UIA Charter for Architectural Education using publicly available curriculum data, this study provides an initial reference point for understanding architectural education in Cambodia and highlights the need for greater emphasis on Professional Studies, improved curriculum transparency, and future accreditation efforts.
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