The main purpose of teaching architecture is to achieve general efficiency and cultivate creative talent, transfer of knowledge and general skills of the architecture profession to students in this field. Currently, the curriculum planning of architecture education in Iranian universities is based on the approvals of 1300 and the educational program and approach has not been specifically evaluated for students' creativity. The purpose of this study is to evaluate the application of divergent thinking and creativity in the programs and approach of teaching undergraduate architecture in the universities of Tehran, Shahid Beheshti and Science and Technology. Because it seems that in the architecture education system in Iran, more than divergence, the focus is on a convergent approach that does not allow students to be creative during education. This can further lead to a reduction in creative approaches in contemporary Iranian architecture. Therefore, the longest and most important universities of architecture in Iran have been selected for study. The question is how to explain the curriculum of architecture universities in order to develop student creativity? The present applied research is of quantitative type and finally the statistical results have been analyzed by interpreting qualitative data of how architecture is taught in these universities. The raw data obtained from the questionnaire to test the hypotheses with the help of computer and software for each university were recorded and analyzed through SPSS21 software and converted into the information used. Based on the findings, by reviewing and redefining the rules and standards that include all relevant and appropriate factors in the development of curriculum that will be the basis of individual creativity based on divergent thinking, it is possible to provide educational development in terms of creativity. Also, the feedback of statistical results showed that the subsets of readiness, development, evaluation, upbringing and insight, considering the importance of divergent thinking, will be effective in the emergence of creativity in the eyes of students and professors of these universities if included in the curriculum approach. Based on this and in comparison, Shahid Beheshti University has been more successful than the other two universities in implementing the divergent curriculum and approach. Because the curriculum approach in this university has been able to diverge in the approaches by modifying the curriculum approved by the Ministry of Science and Research and determining the extracurricular courses that develop creativity and also providing the possibility of closeness between professors and students and emphasizing the architectural criticism course to foster creativity. Enter your training. تفاصيل المقالة

Designers and architects design architecture and create ideas by taking the advantage of the design process, and architecture professors play vital roles in this way because they consider design paths and lines of thought for designers and architects and give them the freedom to create creative designs. Undoubtedly, the final output of each designer and architect is related to the thinking of professors who have been or will be under their education. Given that the selection of either convergent or divergent thinking in the design process yields different results and affects the urban landscape and the architecture of any country, the present study sought to investigate the effects of divergent and convergent thinking on architecture creativity education in Iranian universities (case study: Faculty of Art and Architecture, Iran University of Science and Technology (IUST)). The research was applied in terms of purpose and had a mixed-method descriptive-analytical, survey, and case study method. Two tests were utilized to determine the effectiveness of the creativity education process for architecture students, namely Abedi's creativity test (ACT) and Torrance test of creative thinking (TTCT) in divergent thinking, and the Kolb Learning Styles Inventory (KLSI) in convergent thinking. The research data were collected using the field method with ACT, TTCT, and KLSI. The research examined 21 male and female students in the architecture discipline of the Faculty of Art and Architecture, Iran University of Science and Technology. Data analysis was performed using SPSS21. Therefore, the research referred to the concept of education in general, and architecture creativity education in particular, and then discussed education methods and models in architecture in an analytical approach. Finally, the research findings indicated that students with divergent learning thinking had greater creativity. تفاصيل المقالة