Problem Statement: Creativity and innovation are essential components in architectural design education and play a decisive role in generating new ideas and solving complex spatial problems. However, traditional approaches to architectural education often lead to a decline in creativity and the emergence of the "fixation effect," which is a serious barrier to divergent thinking.
Research Question or Hypothesis: The current study is based on the premise that the application of Concept-Knowledge (C-K) theory and metaphor-based techniques can lead to a reduction in the cognitive fixation effect and the enhancement of creativity in architectural design education.
Objective: This study was conducted with the aim of presenting a hybrid framework to enhance creative architectural design education, based on Concept-Knowledge (C-K) theory and the Zaltman Metaphor Elicitation Technique (ZMET).
Methodology: The present study was conducted using a qualitative approach, utilizing the Zaltman Metaphor Elicitation Technique in connection with C-K theory. In this process, 10 architecture students used images to represent their mental concepts and unconscious experiences regarding creativity and design limitations. Subsequently, the data was analyzed, and a consensus mental map was extracted to identify the key components of creativity and strategies to counter the fixation effect.
Conclusion: The results indicate that the simultaneous use of the C-K framework and metaphorical activities increases students' intellectual freedom, creative energy, divergent thinking, and ability to overcome mental limitations. Furthermore, the intensity of the fixation effect decreased in some participants, paving the way for the formation of more innovative design pathways.
Additionally, integrating C-K theory with metaphorical techniques can provide a practical and effective framework for creative architectural design education, playing an effective role in fostering creative thinking and reducing cognitive fixation.