Preliminary Findings Report - 2025 CAA Survey of Architecture Students & Graduates

April 2026

2025 Survey of Architecture Students, Graduates & Early-Career Professionals in the Commonwealth Preliminary Findings Report Version II Hugo Chan, Youth Representative

ACKNOWLEDGEMENTS

Acknowledgment of Country

We gratefully acknowledge the Traditional Owners and their custodianship of the lands on which this project originated, the country known as Australia, where Aboriginal people have lived and practiced their culture for many thousands of years.

We pay our respects to their Ancestors and their descendants, who continue cultural and spiritual connections to Country. We recognise their valuable contributions to Australian and global society.

April 2025 | 2

ACKNOWLEDGEMENTS

A Message of Thanks

I am personally grateful to the CAA Council and Committees for their support of this pioneering project. I also want to particularly acknowledge all the students, graduates and early-career architects who contributed their time and effort in submitting to this survey.

Your contribution and your reflections will be invaluable in helping to shape the future of architectural education and practice across the Commonwealth.

Thank you for your support.

- Hugo Chan, CAA Youth Representative (2024-2026) Sydney, Australia

April 2025 | 3

OVERVIEW

A. Survey context and research design

05

Principal Research Objective Survey Structure & Key Focus Areas Research Integrity & Design Survey Dissemination & Distribution

06 07 08 12

B. Interim Summary of Findings

13

15 23 32 41 47 58 66

Part I: Part II: Part III: Part IV: Part V: Part VI: Part VII:

Demographic Profile Organisation Visibility & Social Media Perceptions of the Architectural Profession Experiences of Architectural Education Experiences of Continuing Development Programmes Perceptions of Education & Professional Support Understanding of the United Nations Sustainable Development Goals

C. Preliminary Response to Findings & Action Items

72

Short Term Outcomes (Current CAA Term) Medium Term Outcomes (CAA 2026 - 2028 Term) Long Term Outcomes (Beyond 2028)

73 75 77

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Survey Context & Research Design

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OVERVIEW

Principal Research Objective:

Facilitating real and lasting intergenerational change through an evidence-based approach to advancing policy, education and practice standards for students, graduates and early-career architects across the Commonwealth.

April 2025 | 6

Survey Structure & Key Focus Areas The principal project objective comprises five secondary research aims which informed the data collection and survey scope: 1. Obtain data to facilitate alignment of

4. Contribute to the CAA data platform at a

youth-oriented policies with the CAA’s stated

Commonwealth, Regional and National level

2024-2030 strategy focusing on advocacy,

by providing in-depth information on the

capacity building and climate action.

perceptions of architecture, education and

2. Understand the key concerns, key

training by 18–35-year-olds to assist in policy

perceptions and key aspirations of

making at a regional and individual nation

architecture students and early-career

level.

architects.

3. Identify existing knowledge gaps particularly

5. Identify opportunities for CAA social media enhancement and outreach by

in relation to climate resilience, circular

understanding key platforms being used by

economy and the Sustainable Development

Commonwealth youth.

Goals to enhance the CAA CPD program for architecture students and early-career professionals.

April 2025 | 7

OVERVIEW

Survey Structure & Key Focus Areas The survey was targeted at architecture students, graduates and early-career professionals generally within the age group of 18 - 35. A total of 65 questions formed the survey, divided into 8 key areas for analysis: • Demographics

• Experiences of Continuing Professional

• Social Media Usage & Organisation Visibility

Development Programmes

• Perceived Value of Architecture

• Perceptions of Profession Support

• Experiences of Architectural Education

• Understanding of the United Nations Sustainable Development Goals

April 2025 | 8

OVERVIEW

Research Integrity & Design In order to ensure the integrity and effectiveness of the survey, the following measures were undertaken as part of the research design prior to the project’s public dissemination.

• Literature review undertaken with reference

• Internal review by CAA Council, with request

to surveys conducted by other organisations

for amendments, suggestions to wording and

including the International Union of Architects

other key changes.

(UIA) and the Architect’s Council of Europe

• A ‘beta-test’ involving an invited cohort of 20

(ACE), analysing the opportunities and

individuals comprising a mini-cross-section of

limitations of previous surveys done.

the proposed target audience.

• Literature review undertaken by other

• Feedback from the ‘beta-test’ was integrated

professional fields to seek comparable survey

into an updated digital survey prior to public

information including the medical and legal

dissemination.

professions. Graduate outcomes surveys, profession surveys and other similar research was reviewed as part of this process.

April 2025 | 9

Research Integrity & Design The design structure of the survey as well as the integrity of data collection was considered as part of the development of this project.

• In preparing this survey proposal and as part

• The research for this study has been

of the proposed structure, the following

conducted in accordance with ethical

• standard academic references have been

guidelines set forth by the United Kingdom

used to guide the methodology, research

Data Service regarding research data

design and questions for the survey, namely:

management, as well as the Good Research

Fink, Arlene. The Survey Handbook, London,

Practice Governance Policy outlined by the

United Kingdom: 2003, SAGE Publications.;

United Kingdom Research Institute. The

Fink, Arlene. How to Design Survey Studies,

research questions and data privacy policies

London, United Kingdom: 2003, SAGE

for this survey have been developed in line

• Publications.; and Fink, Arlene. How to Ask

with the Market Research Society’s Code of

Survey Questions, London, United Kingdom:

Conduct (2023 Edition).

2003, SAGE Publications.

April 2025 | 10

Research Integrity & Design In addition to the literature review, internal review and beta-testing of the survey, the analysis of data, results and publication of this report were informed by the process outlined here.

• All collected data has been de-identified and

• GenerativeAI (Claude Sonnet 4.5) has been

no personal identification data such as emails,

used in some qualitative analysis to aid in

names or phone numbers were collected as

summary and editorial work in this report.

part of this survey.

• It is acknowledged that this section is not a

• All surveys were completed on a voluntary

full research design and integrity statement.

basis and respondents were asked to provide

More comprehensive research design

express consent prior to commencing this

information, including the survey questions,

survey. A full disclaimer statement was

data collection and dissemination strategies

supplied and will be published as part of the

will be published in the full report.

final report.

April 2025 | 11

OVERVIEW

Survey Dissemination & Distribution • Through CAA Council and various media organisations, the survey was disseminated for the period between February 2025 July 2025.

• Publication through CAA website, associated social media and newsletter.

• Distribution via CAA Council members to various institutes.

• Distribution directly to Institutes of Architecture via email.

• Dissemination via Commonwealth and Architectural media publications including but not limited to Your Commonwealth, ArchDaily, InDeisgn Live etc...

April 2025 | 12

Interim Summary of Findings

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FINDINGS

Part I: Demographic Profile

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FINDINGS

Demographics - Voluntary Consent to Participate Participation in the survey was voluntary and only individuals who expressly consented were able to proceed to the detailed survey questions.

Fig. 1.01 - Acceptance to Voluntarily Participate in Survey - 98% (509 Responses) stating ‘Yes’ and 2% (10 Responses) stating ‘No.’ April 2025 | 15

FINDINGS

Demographics - Regional Distribution Participation in the survey was principally from the African Region (41%), followed by the Asia Region (28%) and the Pacific Region (22%). These made up the overwhelming majority of responses for this survey.

Fig. 1.02 - Participants (n=501) based on Commonwealth Region (Self-Identification) - Responses outside the Commonwealth (n=9) were excluded.

April 2025 | 16

FINDINGS

Demographics - National Distribution At least one valid response to the survey was received from the following Commonwealth Countries (n=26), organised alphabetically by region and nation:

Africa (n=9)

Americas & the Caribbean (n=5)

Asia (n=6)

Europe (n=2)

Pacific (n=4)

• Botswana

• Barbados

• Bangladesh

• Malta

• Australia

• Cameroon

• Canada

• Hong Kong

• United

• Fiji

• Kenya

• Jamaica

• India

Kingdom

• Kiribati

• Lesotho

• St Kitts & Nevis

• Malaysia

• Nigeria

• Trinidad &

• Pakistan

• Rwanda

Tobago

• Sri Lanka

• New Zealand

• South Africa • Uganda • Zambia

April 2025 | 17

FINDINGS

Demographics - Age Distribution The age cohort of participants was broadly subdivided into four groups: 18-21, 22-25, 26-30, 31-35.

This was based on groupings in education and career progression - first degree, second degree, graduate of architecture, and early-career registration.

Fig. 1.03 - Participant Age Cohort April 2025 | 18

FINDINGS

Demographics - Gender Distribution The gender identity of participants was broadly broken into male (51%), female (46%) and non-binary persons (2%), with the remaining 1% of participants preferring not to identify their gender for this survey.

Fig. 1.04 - Participant Gender Identity April 2025 | 19

FINDINGS

Demographics - Education & Professional Qualifications The demographic profile for survey respondents in terms of education and professional qualifications comprised registered architects (37%), followed be architectural practitioners (31%) alongside architecture students (27%). A small minority (5%) were hybrid practitioners and students.

Registered Architect Architectural Practitioner Student of Architecture Hybrid (Student / Working)

Fig. 1.05 - Distribution of Education and Professional Qualifications of Survey Respondents (n=501) April 2025 | 20

FINDINGS

Demographics - Education & Employment Status Breakdown of respondents by education and employment status, with the three largest cohorts being architecture students - full time (25%), full-time employed - registered architects (17%) and full-time employed - architectural practitioners (16%).

Employed - Full Time (Architect)

Employed - Full Time (Practitioner)

Employed - Part Time (Architect)

Employed - Part Time (Practitioner)

Freelance / Sole Architect

Freelance / Sole Practitioner

Education - Full Time Student

Education - Part Time Student

Hybrid - Student & Practitioner

Professor / Academic

Unemployed

Other

Fig. 1.06 - Distribution of Employment and/or Education Status of Survey Respondents (n=552) April 2025 | 21

FINDINGS

Demographics - Employment Practice Size Breakdown of employment practice size and type, noting that the majority of respondents were either sole practitioners (27%) or worked in practices of 15 persons or fewer (45%).

2 - 5 Employees

6 - 15 Employees

16 - 25 Employees

25 - 50 Employees

Greater than 50 Employees Sole Practitioner / Freelance

Fig. 1.06 - Employer Size & Type (n=302) April 2025 | 22

FINDINGS

Part II: Organisation Visibility & Social Media

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FINDINGS

Yes

No

Organisation Visibility - Membership of Institute • Organisational visibility in terms of membership of respondents’ National Architectural Institute was high (59%) but it was noted that a substantial part of the surveyed community (41%) remained outside professional bodies.

Fig. 2.01 - Organisational Visibility - Current Membership of a National Architectural Institute (n=460) April 2025 | 24

FINDINGS

Organisation Visibility - Reasons for Not Joining an Institute A further qualitative response was requested from participants who responded ‘no’ to being a member of a National Institute of Architecture. A total of 176 written responses were received, with key findings being grouped broadly into six themes.

35-40%

20-25%

15%

Student status - no student status or considered a post-graduation pursuit only.

Financial barriers to membership.

Fees are high for early-career professionals.

Qualification requirements to membership.

Some institutes are postgraduate only.

8-10%

10%

8-10%

Lack of clarity in regions around qualification recognition.

Lack of Quality Assurance in Education.

Bureaucracy of seeking registration and accreditation.

Benefits of membership are unclear.

Limitations of regional -v- metro participation.

April 2025 | 25

FINDINGS

Yes

No

Organisation Visibility - The CAA • The Commonwealth Association of Architects remains an arguably ‘invisible’ organisation to the wider architectural community, with over half (54%) of respondents stating that until they received the survey, they had never heard of the CAA before.

Fig. 2.02 - Organisational Visibility - Awarness of the CAA prior to receiving the survey (n=500) April 2025 | 26

FINDINGS

Yes

No

Unsure

Organisation Visibility - The CAA • The organisational ‘invisibility’ of the CAA is also reflected in its social media awareness, with over two-thirds (69%) of responses noting they had not seen a post or item from the CAA within the past six months.

• Only a small portion (13%) of respondents could confirm interaction with CAA media.

• These statistics indicate that a targeted social media calendar and regular information dissemination is critical to building and growing our outreach and audience.

Fig. 2.03 - Organisational Visibility - Interaction with CAA Social Media Platforms within the Past 6 Months (n=501) April 2025 | 27

FINDINGS

Not At All Familiar

A Little Familiar

Somewhat Familiar

Generally Familiar

Very Familiar

Wholly Familiar

Organisation Visibility - The CAA • The organisational ‘invisibility’ of the CAA is reflected on scale, with an overwhelming majority of responses showing that people were either not at all familiar, or only slightly familiar with the organisation (90%).

• This presents a critical need to further communicate the work of the CAA to a broader audience across the Commonwealth.

Fig. 2.04 - Familiarity with CAA (n=500) April 2025 | 28

FINDINGS

Not At All Familiar

A Little Familiar

Somewhat Familiar

Generally Familiar

Very Familiar

Wholly Familiar

Organisation Visibility - The CAA • Familiarity with the CAA’s stated mission, objectives and key initatives was very low, with twothirds of respondents identifying they did not know at all (68%), and only 10% claiming to be general or very familiar with the CAA’s work.

• This is a critical gap which must be addressed to ensure that the work of the CAA is appropriately disseminated and knowledge is effectively and broadly shared across the Commonwealth Community at large.

Fig. 2.05 - Familiarity with CAA Objective, Mission and Purpose (n=501) April 2025 | 29

FINDINGS

Social Media Usage

• Instagram proved to be the most popular social media source (384 persons), followed by LinkedIn (289 persons) and Youtube (272 persons).

• The social media usage of these sources indicates continued targeting via these mediums are critical for engagement with the broader profession.

Fig. 2.06 - Social Media Usage of Respondents (n=1718) April 2025 | 30

FINDINGS

Social Media Usage

• It was noted in the social media study that the vast majority of respondents spent between 1 to 4 hours per day (74.6%) on one or more forms of social media.

• This is broadly reflected in society at large, and indicates that continued development of social media campaigns and strategies to reach potential CAA audiences is critical to ensuring that our work and the opportunities we share are reached by the broader public.

Fig. 2.07 - Social Media Usage in terms of Time Spent (n=500) April 2025 | 31

FINDINGS

Part III: Perceptions of the Architectural Profession

April 2025 | 32

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Perceptions of Architecture • Responses were generally optimistic when the value of architecture and its contribution to the future and to sustainability was considered.

• A substantial portion of respondents (23.75%) did not believe architecture was valued in their country.

• A fair portion of respondents (16.97%) did not feel architecture was playing a sufficiently significant role in the shaping the future of the built environment.

• A fair portion of respondents (20.36%) did not feel architecture was playing a sufficiently significant role in addressing the challenges of climate change and sustainable development.

Perception of Whether Architecture Considered an Important and Valued Profession in Respondent’s Country (n=501)

Perception of Importance of the Architecture Profession in Shaping the Future of the Built Environment (n=501)

Perception of the Importance of Architecture’s Role in Addressing Climate Change & Sustainable Development (n=501)

Fig. 3.01 / 3.02 / 3.03 - Perceptions of Architecture April 2025 | 33

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Perceptions of Architecture • There was a broadly high level of optimism and sense of preparedness in relation to whether architects felt they could address the issue of climate adaptation and that their work was capable of making positive contributions to the wellbeing of society.

• There was a slightly higher proportion of responses (22.16%) which either disagreed or strongly disagreed with the statement that they were optimistic about the future of the architecture profession.

Perception of Preparedness to Work on Climate Adaptation and Resilience in Architecture (n=501)

Optimism About the Future of Architecture Profession in Country of Residence (n=501)

Positive Perception that Architecture can Contribute to the Wellbeing of Society (n=501)

Fig. 3.04 / 3.05 / 3.06 - Perceptions of Architecture April 2025 | 34

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Perceptions of Architecture • An overwhelming majority of respondents, despite reservations on other topics remained committed that architecture was the ‘right profession’ or career choice for them (74.25%) • A fairly substantial portion of the same respondents however, did not feel prepared to recommend architecture as a career for the next generation (24.35%).

Perception that Decision to Pursue Architecture as a Career was the ‘Right Choice’ (n=501)

Recommendation to Pursue Architecture as a Professional Career to the Next Generation (n=501)

Fig. 3.07 / 3.08 - Perceptions of Architecture April 2025 | 35

FINDINGS

Qualitative Responses - Negative Perceptions of Architecture In addition to the data analysed previously, a further 181 written responses for this section on the Perception of the Architectural Profession was received, noting there were broadly six interrelated themes: 1.

Undervaluation as a Profession and Low Compensation - 65% of Responses

2. Lack of Public Recognition and Professional Status - 55% of Responses 3. Limited Professional Influence and Agency 50% of Responses

4. Toxic Work Culture and Poor Working Conditions - 45% of Responses 5. Perceived Disconnect between Education and Practice - 35% of Responses 6. Inadequate Climate Change Preparation 30% of Responses

Further information and detail on the reasons, positions of different respondents on the six themes above will be published as part of the final report for this study.

April 2025 | 36

FINDINGS

Perceptions of Architecture • A substantial majority, nearly twothirds of respondents responded ‘Yes’ or ‘Maybe’ when asked whether they had ever considered leaving the architecture profession (57%).

• This response, despite the optimism and the perception that architecture was the ‘right career’ in other sections of the survey indicates that there may be inherent structural issues within both education and early-career practice which is giving rise to an adverse or pessimistic view of the profession.

Fig. 3.09 - Consideration Given by Survey Respondents to Leaving Architecture or Quitting Architecture Programme (n=501) April 2025 | 37

FINDINGS

Qualitative Responses - Reasons for Reconsidering Architecture A total of 261 written responses on why a respondent reconsidered architecture was received in the survey, with the overwhelming majority of respondents citing a core tension: architecture demands extraordinary investment in time, effort and energy, but, fails to deliver commensurate financial reward, professional recognition, or sustainable working conditions.

This imbalance, compounded by systemic issues is pushing practitioners away from or out of the field.

~75% ~55% ~45% Inadequate pay

Workload & Stress

Lack of Opportunity

Low compensation

Excessive hours,

Limited jobs,

relative to

burnout, mental

especially for

education, hours &

health impacts

graduates & regional

responsibility

practitioners

~40% ~30% ~25% Education–Practice

Registration Barriers

Inequity & Bias

Gap

Long, costly,

Sexism, racism,

Disconnect between

confusing pathways

elitism and lack of

what is taught

to becoming

mentorship in the

and what practice

registered

field

requires April 2025 | 38

FINDINGS

Qualitative Analysis - Motivations for Pursuing Architecture In response to questions for pursuing a career in architecture, a total of 420 responses were received. These responses demonstrated seven key themes, reveal a profession driven primarily by idealism, creativity, and a desire for social impact, with recurring themes of sustainability, community wellbeing, and the transformative power of the built environment: 1. Creative Passion & Opportunities for Design

5. Pursued as a Result of Competencies in

Expression (Approx. 35%)

Technical Skills and Drawing (Approx. 12%)

2. Social Impact & Community Wellbeing

6. Family Influences Including Multi-Generation

(Approx. 30%)

Architects and Family Construction

3. Ability to Combat Climate Change and

Businesses (Approx. 8%)

Tackle Challenge of Resilience (Approx. 20%)

7. Opportunities for Cultural Enrichment of

4. Childhood Dream & Early Fascination with

Space and Placemaking (Approx. 8%)

Building (Approx. 15%) Further information and detail on the reasons, positions of different respondents on the six themes above will be published as part of the final report for this study.

April 2025 | 39

FINDINGS

Qualitative Analysis - The Future of Architecture A total of 409 written responses were received in relation to perceptions on future challenges of the architecture profession by 2050.

Six major themes emerged from the analysis and are outlined as follows.

~40%

~38%

~30%

Artificial Intelligence

Climate Change & Sustainability

Professional Value & Relevance

Most frequently cited concern.

Dear AI will enable nonarchitects to produce ‘architecture’ which will erode services. Concern also raised around cultural sustainability.

Raised across all regions. Range of responses from climateresilience to reducing carbon footprints. Frustration that government policy is not effective.

A number of responses highlighted concerns around lack of public understanding or value of the architect.

~22%

~18%

~15%

Salaries, Access & Wellbeing

Urbanisation & Housing Crisis

Low pay relative to education investment seen as deterring diversity of entrants, making architecture structurally inaccessible as a profession.

Raised particularly in Asia and Africa, where rapid urbanisation and population growth is placing increased demands on affordable, innovative and dignified housing solutions.

Unregulated Practice & Professionalism Raised by responses in Asia and Africa where concerns around lack of regulation results in unqualified practitioners undermining public confidence.

April 2025 | 40

FINDINGS

Part IV: Experiences of Architectural Education

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FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Architectural Education • There was generally positive perceptions on architectural education, noting that about one-third of surveyed respondents found their institution gave them necessary support and a majority (56.48%) felt prepared when entering the workforce and prepared to address climate change (59.08%).

• It is worth noting that about one-third of respondents still felt that they were not adequately supported during their education (36.13%)

Reflection that Education Institution provided necessary support in terms of resources and support (n=501)

Reflection that Architectural Education enabled preparedness to enter the professional workforce (n=501)

Reflection that Architectural Education enabled preparedness to address Climate Change and Disaster Resilience (n=501)

Fig. 4.01 / 4.02 / 4.03 - Reflections on Architectural Education April 2025 | 42

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Architectural Education • There was an overall positive experience of architectural experience from surveyed respondents (64.27%).

• It is worth noting that about one-quarter of respondents felt that there were insufficient opportunities for internship, mentorship or other forms of professional excahnge (28.15%).

• It is also worth noting that one-fifth of interviewees would not recommend their education institution to the next generation of potential students (20.56%)

Reflection on Education Opportunities - Internships, Mentorships, External Exchanges (n=501)

Reflection on Whether Survey Respondent would Recommend Architectural Institution to Next Generation (n=501)

Reflection on Overall Experience of Architectural Education as Being a Positive Experience (n=501)

Fig. 4.04 / 4.05 / 4.06 - Reflections On Architectural Education April 2025 | 43

FINDINGS

Architectural Education - Positive Experiences • Analysis from 218 written experiences reflecting on positive experiences of architectural education can be broken up into five key areas where it appears institutions are doing well.

• Particular credit was given to opportunities for knowledge enrichment and cultivating an understanding of the architectural discipline (75%), followed by a general understanding of sustainability and climate change integration into the curriculum (60%).

Fig. 4.07 - Summary of Emerging Trends in Positive Experiences of Architectural Education (n=218) April 2025 | 44

FINDINGS

Qualitative Responses - Positive Experiences of Education This analysis examines responses from architecture students and professionals who reported positive educational experiences, revealing what aspects of architectural education are most valued and effective in preparing practitioners for their careers.

Key Findings • Studio culture and hands-on learning emerge as most valued aspects (≈25-30%) • Development of critical thinking and design skills highly appreciated (≈20-25%) • Mentorship, supportive faculty, and peer collaboration crucial (≈20%) • Real-world exposure through internships and site visits essential (≈15-18%) • Sustainability and social responsibility increasingly important (≈12-15%) • Personal transformation and skill development beyond architecture valued (≈15%)

Notable Observations • Positive experiences often coexist with acknowledgment of challenges (intensity, stress, toxic culture) • Community and peer support networks frequently mentioned as critical success factors • Balance between creative freedom and practical/technical training appreciated • International exposure and diverse perspectives highly valued

April 2025 | 45

FINDINGS

Challenges faced in Architectural Education • Analysis from 189 written responses demonstrated six emerging principal themes.

• The most consistent emerging challenge appears to be a percieved gap between theory and practice, i.e. that the knowledge acquired at university was not necessary reflective of industry practice (88%).

• This was closely followed by financial difficulties and a percieved lack of support (72%), as well as inadequate technical training (68%).

Fig. 4.08 - Summary of Emerging Themes and Challenges in Architectural Education April 2025 | 46

FINDINGS

Part V: Experiences of Continuing Professional Development Programmes

April 2025 | 47

FINDINGS

CPD - Types of Events Undertaken • The breakdown of CPD illustrates that a majority of respondents rely upon self-directed learning (28%) and learning ‘on the job’ via practical experience (23%) as a means of acquring knowledge.

Whilst commendable, such training is often unstructured and fragmented, leading to potential knowledge gaps and incomplete continuing development.

• It was also noted as a point of concern that a small minority (3%) identified that their national institute or registration body does not currently require CPD to be undertaken.

Self-Directed Learning

Learning ‘On the Job’

Face-to-Face Training by a Professional Body or Architectural Institute Online Training delivered by a Professional Body or Architectural Institute

In-House Training Provided by Employer

Online Program Delivered by the CAA

Not Applicable - Architectural Institute or Registration Body does not Require CPD

Fig. 5.01 - Types of Continuing Professional Development Undertaken within the Last Two (2) Years (n=844) April 2025 | 48

FINDINGS

Hours of CPD Undertaken on an Average Year • The majority of respondents indicated that they were regularly completing continuing professional development throughout an average year.

• It was noted however that there was a portion of respondents who completed fewer than five hours (n=35) or completed no CPD at all (n=23).

• These results are suggestive of an opportunity to encourage and highlight the value of CPD and its importance in maintaining professional standards, irrespective of individual national compulsory requirements.

Fig. 5.02 - Hours of Reported Continuing Professional Development Undertaken (n=329) April 2025 | 49

FINDINGS

Hours of CPD Required to be Undertaken • A large portion of practitioners reported that zero hours of continuing professional development was required or undertaken (n=88).

• This is indicative of a concerning lack of governance around CPD and may suggest potential impacts around professional standards in the broader architectural profession.

• There is therefore an opportunity to highlight the importance and value of CPD to architectural professionals, in order to encourage greater voluntary participation in maintaining standards (where no mandatory requirement exists).

Fig. 5.03 - Hours of Continuing Professional Development Understood to be Required in Respondent Home Nation (n=272) April 2025 | 50

FINDINGS

Awareness of CPD Delivery by Architecture Institutes • When asked about whether CPD programmes are available to respondents by their own national architectural institutes, only a minority one-third (34%) respondent ‘Yes.’ • The majority of respondents either replied ‘No’ (50%) or were ‘Unsure’ (16%).

• This result is indicative that much more work around continuing professional development at both a national and Commonwealth level is necessary to ensure architectural education and professional standards are maintained after graduation and for working professionals.

Yes

No

Unknown / Unsure

Fig. 5.04 - Awareness of Existing CPD Delivery Programme Availability by National Architectural Institutions (n=494) April 2025 | 51

FINDINGS

Types of CPD Programmes Undertaken • A number of both face-to-face and online forms of professional development were recorded by respondents, indicating a good level of diversity in knowledge acquisition nad learning.

• In particular, it was noted that face-to-face related learning made up a healthy majority of event types (60%).

• Online learning comprises a smaller but nevertheless significant portion of CPD access (34%) and the remainder (6%) relied upon reference materials for self-directed learning.

Workshops

Conferences

Face-to-Face Lectures & Seminars

Guidance / Reference Materials for SelfDirected Learning

Mentoring / Mentorship Programmes

In-House Training Provided by Employer

Online Program Delivered by the CAA

Webinars (Pre-Recorded)

Webinars (Live Stream Online)

Fig. 5.05 - Types of CPD Prorgrammes Undertaken (n=1110) April 2025 | 52

FINDINGS

1st

2nd

3rd

4th

5th

6th

7th

8th

9th

Preference Distribution of CPD Topics • Respondents were asked to rank by order of preference from 1 - 9 a number of core curriculum CPD topics.

• ‘Architecture and Social Value’ was by far the most popular first preference learning choice (41.6%).

• This was followed by ‘Sustainability & Circular Economy’ and ‘Health, Safety and Wellbeing’ as second and third preference overall topics.

Fig. 5.06 - Preference Distribution for CPD Topics April 2025 | 53

FINDINGS

Awareness of CAA’s Free Online CPD Programme • An overwhelming majority of respondents (88%) were not aware that the CAA currently hosts regular live CPD events which are also made available for access freely online.

• This critical lack of awareness demonstrates that much more work is required in terms of information dissemination and promotion to help improve viewership and promote access to architectural practitioners across the Commonwealth.

Fig. 5.07 - Awareness of the CAA’s freely accessible online CPD programme. (n=501) April 2025 | 54

FINDINGS

Not at all.

Once or twice in the last few years.

At least once within past year

Fairly regularly.

Several this year.

Almost always attended.

Attendance at CAA CPD Events • Approximately two-thirds of responses have shown attendance in at least one CAA CPD event held within the past few years (60%).

• A proportion of respondents (40%) nevertheless indicated that whilst they were aware of CAA’s CPD programme, they have not attended one at all.

• These figures indicate that further work to provide events which are of interest and relevance to our audience remains critical to increasing attendance to facilitate sustainable education and knowledge acquisition.

Fig. 5.08 - Attendance at CAA CPD Events (n=60) April 2025 | 55

FINDINGS

Interest in CAA’s Free Online CPD Programme • Whilst awareness of the CPD programme as previously discussed was low, respondents showed great enthusiasm in potential attendance at future events, with an overwhelming 95% of responses indicating ‘yes’ to wishing to attend.

• This indicates that there is a genuine and strong interest in continued development of the CAA CPD programme, with a key issue being one of visibility and dissemination to encourage greater participation.

Fig. 5.09 - Interest in Attending Future CAA CPD Events (n=495) April 2025 | 56

FINDINGS

Interest in CPD Events which focus on the UN SDGs • An overwhelming majority of respondents indicated interest in CPD events which would focus on alignment of architecture with the United Nations Sustainable Development Goals (92%).

• This data indicates that continued focus by the CAA on events which are centred on the SDGs and which have learning outcomes directly aligned with the SDGs is positive and will continue to support professional skills and knowledge.

Fig. 5.11 - Interest in CPD events focused on Alignment with the Sustainable Development Goals (n=501) April 2025 | 57

FINDINGS

Part VI: Perceptions of Education & Professional Support

April 2025 | 58

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Perception of Mental Wellbeing in Architecture • There was a general sense that mental health and wellbeing was not well considered in architectural education or within the profession.

• There was a strong perception (53.67%) that architecture as a degree was more stressful than other disciplines.

• Over half (52.22%) of respondents indicated that they did not feel they had adequate support for their mental wellbeing in education or in practice.

Perception of Architectural Education being more Stressful than other professions (n=490)

Perception that Mental Wellbeing was Negatively Impacted by Architectural Education or in Practice (n=499)

Perception that individual Mental Wellbeing would be better if respondent did not pursue architecture (n=498)

Perception that there was insufficient support for mental wellbeing in architectural education or in practice (n=496)

Fig. 6.01 / 6.02 / 6.03 / 6.04 - Perceptions of Mental Wellbeing in Architectural Education and Practice April 2025 | 59

FINDINGS

Adequate Representation Received as Architecture Student • There was a general sense that mental health and wellbeing was not well considered in architectural education or within the profession.

• There was a strong perception (53.67%) that architecture as a degree was more stressful than other disciplines.

• Over half (52.22%) of respondents indicated that they did not feel they had adequate support for their mental wellbeing in education or in practice.

Fig. 6.05 - Response to Adequacy of Student Representation in Architectural Education April 2025 | 60

FINDINGS

Adequate Institution Support Received as Architecture Student • There was a general sense that mental health and wellbeing was not well considered in architectural education or within the profession.

• There was a strong perception (53.67%) that architecture as a degree was more stressful than other disciplines.

• Over half (52.22%) of respondents indicated that they did not feel they had adequate support for their mental wellbeing in education or in practice.

Fig. 6.06 - Response to Adequacy of Support for Architecture Students by National Architecture Institution April 2025 | 61

FINDINGS

Adequate Institution Support Received to for Architect Registration • Just over one-third (38%) of respondents felt that they were being given adequate support from their National Architectural Institute in relation to obtaining registration as a qualified architect.

• Two-thirds (62%) of respondents however were either unsure or did not feel that there was adequate institution support.

• The qualitative assessment provides further detail on what aspects respondents feel they require greater support for.

Fig. 6.07 - Provision of Adequate Resources by National Architectural Institution to Support Registration as Architect April 2025 | 62

FINDINGS

Positive Experiences of Architectural Institute Support Extracted from 85 written responses, this section highlights the top five areas of positive experiences of support from their National Architecture Institute, revealing what aspects are effective and what initiatives are proving successful.

~ 65%

~ 45%

~ 40%

~ 35%

~ 30%

Conferences & Workshops -

Competitions & Exhibitions -

Networking Events

Mentorship Programmes

Student Membership

Dual value of these events — both for knowledge acquisition and for crosspollination of ideas

Fostering skill development and providing exposure to senior practitioners and industry peers

Opportunities to connect were consistently valued.

Students build early career industry connections.

Structured mentorship for students directly linked to career development outcomes.

Free or heavily subsidised student membership was highlighted as an important access mechanism.

April 2025 | 63

FINDINGS

Critical Support Gaps & Areas for Improvement (Students) 499 written responses were received in relation to critical support gaps and areas where survey respondents felt there was a need for improvement in terms of access to resources from education providers and national architectural institutes. The top five issues are highlighted.

~ 45%

~ 40%

~ 25%

~ 20%

~ 15%

Mental Health and Wellbeing

Financial Burden

Preparation for Practice

Technology & Software Gaps

Allegations of systematically produced stuctures that normalize extreme workloads, sleep deprivation, and relentless pressure

Cost of architectural education leading towards inequity and exclusion.

Ancillary costs mentioned in particular.

Gaps between practice and education leaves graduates feeling unprepared for reality of being an architect.

Toxic Pedagogical Culture Cruelty as pedagogy— harshness is deliberate strategy supposedly creating “strong architects,” but actually undermines.

Lack of education around software, construction documentation and on-site experience was noted consistently.

April 2025 | 64

FINDINGS

Critical Support Gaps & Areas for Improvement (Graduates) 261 written responses from graduates highlighted early career challenges accompanied by suggestions for how they might be better supported by their national architecture institution.

The top five issues are highlighted here.

Preparing for License Registration

Financial Compensation

Lack of Mentorship Opportunities

Employment Inexperience Cycle

Business & Professional Skills

Preparing for registration was noted as the single most significant barrier, characterized by complexity, expense, ambiguity, and lack of guidance.

This remains a pervasive concern, with graduates earning below minimum wage despite extensive education and long working hours.

Lack of access to experienced architects leaves early practitioners navigating professional practice largely through selfdirected learning.

A catch-22 scenario where experience is required but opportunities to gain experience are limited.

Graduates identified that there was a marked lack of knowledge or education around the realities of operating a firm or construction business.

April 2025 | 65

FINDINGS

Part VII: Understanding of the United Nations Sustainable Development Goals

April 2025 | 66

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Awareness of the Sustainable Development Goals • Overall, there was a broadly strong awareness of the United Nations Sustainable Development Goals, with respondents also able to name at least one SDG. • There remains however approximately one-fifth of respondents who are not familiar with the UNSDGs, indicating opportunities for further education and professional practice integration.

Have Heard of the United Nations Sustainable Development Goals (n=501)

Familiar with the UNSDGs and Ability to Name at Least one SDG. (n=501)

Fig. 7.01 / 7.02 - Awareness of the United Nations Sustainable Developmnt Goals April 2025 | 67

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

SDGs in Architectural Education • Whilst there was general concensus that integration of the SDGs into architectural education was considered important (83%), only about two-fifths of respondents felt that the SDGs were actually a part of their education and/or training (42.91%).

• This indicates that there is still room for improvement in ensuring that architectural education curriculums are consistent and/or integrated within the broader SDG framework.

SDGs formed part of architectural education and/or training. (n=501)

Belief that Integration of SDGs into Architectural Education is Important and/or Valuable. (n=501)

Fig. 7.03 / 7.04 - The Sustainable Development Goals in Architectural Education April 2025 | 68

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

SDGs in Architectural Education & CPD • There was a very strong belief that education around climate change and climate resilience was critical to architectural training (88.62%).

• However, only about two-fifths of respondents indicated that they had regular engagement with the SDGs as part of their education or their CPD requirements (41.92%).

• Once again, this data indicates that there is more work to be done to ensure that the SDGs become an integral part of both architectural training early on, and is followed through within CPD and post-graduation training programmes.

Belief that Climate Change & Climate Resilience Education are an Important Part of Architectural Training. (n=501)

Regular Engagement with the UNSDGs as part of ongoing education and/or Continuing Professional Development. (n=501)

Fig. 7.05 / 7.06 - UNSDGs in Architectural Education and Continuing Professional Development April 2025 | 69

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Perceptions of the Sustainable Development Goals • The perception of the SDGs as being both relevant and important to be integrated into architectural education and practice were shown by overwhelming majority of respondents.

Perception that the SDGs are Relevant to Architectural Education and Practice (n=501).

Perception that Integration of SDGs into Architecture is Important in Home Country (n=501).

Fig. 7.07 / 7.08 - Perceptions around Relevance and Integration of SDGs in Architectural Education & Training April 2025 | 70

FINDINGS

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Perceptions of the Sustainable Development Goals • The perception of the SDGs as being beneficial to the built environment if integrated into the architecture profession was overwhelmingly agreed.

Perception that SDG Integration into Architectural Profession will be Beneficial for the Built Environment (n=501)

Fig. 7.09 April 2025 | 71

OUTCOMES

Preliminary Response to Findings & Action Items

April 2025 | 72

OUTCOMES

Short Term Outcomes (April - September 2026 | Current CAA Term)

April 2025 | 73

OUTCOMES

Short Term Outcomes The following are key short term outcomes arising from the 2025 survey, with the aim of disseminating the findings to the architecture community at large over the coming months leading to the release of the full report in September 2026.

1. Interim Findings Report (this document) Publication in April 2026.

2. Findings Dissemination via Social Media Publication of key data as visual infographics as part of a public social media campaign.

(May - August 2026).

3. Commonwealth Roundtable Publication -

4. YourCommonwealth Youth Newsletter Publication - July 2026 5. Full Report Publication - Tabling at the CAA General Assembly in September 2026.

6. Commencement of the 60 Years, 60 Voices Initiative to bridge intergenerational learning and practice gaps.

July 2026

April 2025 | 74

Medium Term Outcomes (2026 - 2028 | Forthcoming CAA Term)

April 2025 | 75

OUTCOMES

Medium Term Outcomes The following are strategic medium term outcomes arising from continued review and analysis of survey findings proposed to be developed between 2026 - 2028 as part of the next CAA Council term which will commence in September 2026 after elections are held.

1. Completion of the 60 Years, 60 Voices Digital Media Project, encompassing 60 interviews from leading Commonwealth architects to support education and knowledge for the next generation.

2. Development of the Emerging Architects Toolkit publication, with the aim of addressing knowledge gaps and providing a vital support resource for graduates and early-career professionals.

3. Establishment of the Emerging Architects Resources Page on the CAA website, providing a comprehensive online forum for accessing materials, downloadable materials and other resources to aid students and graduates.

April 2025 | 76

Long Term Goals (Beyond 2028)

April 2025 | 77

OUTCOMES

Long Term Goals (Aspirations) The following are suggested long term goals beyond 2028 which aims to keep the objective and intention of this survey as a permanent component of the CAA’s research initiatives.

1. Ongoing interview project - ‘Voices of Commonwealth Architects’ to help foster knowledge sharing across the regions.

2. Regular review of the Emerging Architect’s Toolkit, with potential for future region specific components based on integration of different student and graduate organisation views.

3. Possible future review or regularisation of this survey in five year cycles to assess long term trends and improvements in education and practice standards across the Commonwealth.

April 2025 | 78

April 2026

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