Kebenei, Judy C.2025-02-142025-02-142024-09https://ir-library.ku.ac.ke/handle/123456789/29588A thesis submitted in fulfilment for the degree of Doctor of philosophy in Environmental Planning and Management of Kenyatta University, September 2024 Supervisions: Dr. Arch. Dennis Karanja, Dr. Arch. Rehab Hamdy El-Naggar Prof. Caleb MireriEnvironmental Psychology (EP) explores human-environment interactions. Environmental Behavioural Research (EBR) comprises of research methodological approaches employed for researches in EP. Learning environments are the settings for learning and instructions while architectural design studios refer to both the space and pedagogy of architectural instruction and learning. The traditional/formal design process is guided by the client’s brief, environmental constraints, technical knowledge, spatial analysis and interrelationships of spaces, minimum design standards and; building by laws. This design approach has led to a gap between what users want and what professionals design for. Additionally, in studying EP of learning environments, research should assess not only human behaviour and space interaction (behaviour setting) but also impacts of behaviour setting on the functionality and functional outcomes of a learning space. There is also a need to investigate the space as a contributor to the learning process. These aspects have not been investigated and in particular with regard to architectural education in Kenya. The research sought to: qualify the physical settings of learning architecture as architectural design studios, examine the impact of the behaviours of learners on the architectural design studios, evaluate the effect of architectural design studios on the behaviours of studio users, and demonstrate the effect of human-environment interactions in the architectural design studios on the architectural learning processes. This research critically reviewed literature on EP, EP in the design process, EBR, the EP of learning environments and; the architectural design studio as both space and pedagogy. It was guided by Behaviour Settings, Staffing and Affordance Theories. This study isolated three cases of architectural design studios for investigation namely, University of Nairobi Technical University of Kenya and Jomo Kenyatta University of Agriculture and Technology architectural design studios. Using appropriate tools of behavioural research, that is participant observation, observation of physical traces, interviews and student surveys, the research documented the manifestations of human-environment interactions in the architectural design studios and how the ensuing interactions impacted the architectural learning process. The research analysed field data using spatial analysis, intra-sessional and inter sessional analysis, analysis of means and, spearman’s order correlation tests to draw conclusions. Using abductive inferencing, the research concluded that the spaces allocated for learning and instruction of architecture in Kenya do not qualify as architectural design studios, human behaviours impact the physical environment of architectural design studios, the physical environment of architectural design studios affects the behaviours of instructors and learners and human-environment interactions affect architectural learning process. The research recommends design for spatial, staffing and object inadequacies and inappropriateness, design for prescribed functions, design for afforded behaviours, functions and users (both appropriate and inappropriate), design for significant bad design, design for space and object abuse, design for space modification and manipulation, design for space abandonment, design for behaviour modification, and proposed considerations for new trends in studio pedagogical approaches. The research also proposed a framework for improvement of the built environment so as to improve functionalityenThesis