Students' Perceptions of Architectural Form and Institution Identity in Nigeria Schools of Architecture: Implications for the Design of Emerging Architectural Education Facilities

Résumé

Architecture facilities act as both functional academic spaces and passive pedagogical tools that communicate institutional values, cultural heritage, and professional standards. This study investigates student perceptions of architectural form and institutional identity across three public universities in Southwest Nigeria: Obafemi Awolowo University (OAU), University of Ibadan (UI), and University of Lagos (UNILAG). They were compared with contemporary purpose-built architecture schools in India (Crescent School of Architecture and Brick School of Architecture). This research is guided by three main variables: architectural forms, architectural identities (cultural/regional and professional), and architectural perception, based on the theories of phenomenology, place identity, semiotics, and studio teaching, A convergent mixed- A convergent mixed-methods design was adopted, involving a literature review, analysis of case studies, observations, photographic surveys, and a questionnaire survey of 247 students (173 valid respondents), employing descriptive statistics and non-parametric tests. Case studies was done to analyse the physical characteristics of the schools. Physical observation were done for the schools in Nigeria while desk review was done to analyse the schools in India. Data were analysed using descriptive metrics, Chi-square tests of independence, and Spearman rank correlations. The empirical findings show that while existing facilities meet functional baseline criteria (lighting, ventilation, and classroom adequacy), they lack spatial distinction and informal collaborative spaces. Non-parametric statistical tests reveal that socio-economic attributes (gender, academic level, and allowance) do not significantly influence student perceptions of spatial identity (p > 0.05). However, expressive physical attributes specifically exterior design ρ= 0.213, p = 0.005) and collaborative environments (ρ = 0.286, p = 0.000) correlate significantly with academic motivation, spatial pride, and professional belonging. The study highlights how mid-century tropical modernist paradigms in West Africa have historically prioritized climatic efficiency at the expense of tectonic expressiveness and cultural signification. To address this gap, we present an evidence-based pedagogical and design framework to guide the spatial configuration of emerging architectural facilities.

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