<p>Architectural design education continues to be a subject of discourse regarding the effective integration of practice, teaching, and research on a global scale. Despite this ongoing dialogue, a significant gap remains in developing comprehensive theoretical frameworks for design pedagogy, even though design is a core component of architectural curricula. Most existing studies emphasize specific strategies such as peer, collaborative, critic, active and participatory learning without offering holistic models aligned with contemporary educational paradigms. To address these challenges, this study proposes a transformative practice-based pedagogical model that systematically integrates education, research, and practice within architectural design. The model was developed through a qualitative multi-method design combining systematic and integrative literature review with a contextual case study of Ethiopian architectural education. The case study, conducted with instructors and third-year students at Arba Minch University, revealed fragmented links between theory and practice, instructor-centered teaching, and limited collaboration and assessment clarity. These findings informed the development of a model that bridges the theory–practice divide, fosters active, student-centered learning, and strengthens professional competence. The study contributes a rigorous and adaptable framework for universities in Ethiopia and other Global South contexts.</p>