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<p>Design is considered one of the most critical tasks for architects. Architecture design studios introduce undergraduate students to the architectural profession by immersing them in the design process, enabling them to apply theoretical knowledge whilst supporting cognitive processes involved in architectural design and reflective design reasoning. This study presents a structured narrative review based on systematic database search of the literature on design teaching approaches in architecture design studios. The review focuses on analysing pedagogical methods and studio outcomes, drawing from papers published between 1980 and June 2024. From these, 72 publications were selected based on their focus on experiments or reviews encompassing all stages of the design process. The findings categorise the reviewed research into five key methodologies: Reflective Design Studio, Collaborative Design Studio (including collaborations with peer institutions), Computer-Aided Design Studio, Interdisciplinary Design Studio, and Online Design Studio, as well as their hybrid variants. All types of studios incorporate a comprehensive design process and emphasise specific pedagogical approaches, ranging from self-reflection and peer collaboration to the integration of digital tools and interdisciplinary involvement. While the identified methodologies reflect current ADS trends, challenges still remain in assessing the effectiveness and efficacy of different pedagogical approaches and adapting to the fast-growing technological advancements. The study contributes an integrated historical-pedagogical typology of undergraduate architecture design studios and identifies gaps in evidence related to learning outcomes and evaluation practices. Future research should focus on developing flexible learning experiences and robust evaluation frameworks, along with an investigation of the impact of technology, promoting equity and inclusion, and fostering interdisciplinary collaborations to create a more adaptable and inclusive architecture education.</p>

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Undergraduate architecture design studios in transition: a critical review of evolving methods and practices

  • 期刊论文

  • 发表日期：

    2026年5月4日

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  • Sabna M.,
  • Chithra K.,
  • Anjana Bhagyanathan

摘要

Design is considered one of the most critical tasks for architects. Architecture design studios introduce undergraduate students to the architectural profession by immersing them in the design process, enabling them to apply theoretical knowledge whilst supporting cognitive processes involved in architectural design and reflective design reasoning. This study presents a structured narrative review based on systematic database search of the literature on design teaching approaches in architecture design studios. The review focuses on analysing pedagogical methods and studio outcomes, drawing from papers published between 1980 and June 2024. From these, 72 publications were selected based on their focus on experiments or reviews encompassing all stages of the design process. The findings categorise the reviewed research into five key methodologies: Reflective Design Studio, Collaborative Design Studio (including collaborations with peer institutions), Computer-Aided Design Studio, Interdisciplinary Design Studio, and Online Design Studio, as well as their hybrid variants. All types of studios incorporate a comprehensive design process and emphasise specific pedagogical approaches, ranging from self-reflection and peer collaboration to the integration of digital tools and interdisciplinary involvement. While the identified methodologies reflect current ADS trends, challenges still remain in assessing the effectiveness and efficacy of different pedagogical approaches and adapting to the fast-growing technological advancements. The study contributes an integrated historical-pedagogical typology of undergraduate architecture design studios and identifies gaps in evidence related to learning outcomes and evaluation practices. Future research should focus on developing flexible learning experiences and robust evaluation frameworks, along with an investigation of the impact of technology, promoting equity and inclusion, and fostering interdisciplinary collaborations to create a more adaptable and inclusive architecture education.