The commercial perception of architecture significantly contributes to global economic disparities. It also prevents sustainable and responsible development in local communities, where future architects will work. This disparity is reflected in the scarcity of formal construction. Over 80% of the buildings worldwide are built without professional planning and with limited resources. Changing how architects are trained is essential to foster a sense of civic commitment and responsibility towards these local realities. Service-learning (SL) architectural training programs that incorporate principles of motivation and neuroscience theories, allow students to holistically perceive their reality. These programs also develop a social consciousness that incentivizes them to improve and voluntarily reach different communities with greater needs. The research follows a conceptual and literature based methodological approach. A structured review of the studies in neuroeducation, SL pedagogy and expectancy value motivation theory was conducted. Key educational principles were identified and synthesized to formulate an assessment guideline for architectural service learning programs. Three main principles of neuroeducation methodology: emotional stakes and memory consolidation, kinesthetic and multidisciplinary experiences, risk involvement, and four principles of the expectancy-value motivation theory: using the principles of teaching guidance and expectancy–value theory promoting future practices that prioritize sustainable and socially responsible architecture. Through the questions developed the SL program has parameters to guide the focus of the course.
Villacis et al. (Sun,) studied this question.