Investigating the discourse on pedagogical effectiveness in the architectural design studio
The purpose of this paper is to investigate the discourse on pedagogical effectiveness in architecture design studios to inform the future development of teaching and learning. Through a narrative literature review, the study explores articles published over a five-year period to investigate the shifts in design studio pedagogies and their effectiveness. After a subtle filtering process, we narrowed the analysis to thirty-eight articles by searching three keywords: pedagogy, evaluation, and effectiveness in the design studio. Twelve themes emerged from an iterative reviewing process and were discussed against the established theoretical origins of architectural studio pedagogies. The studies consolidated each other by mostly agreeing on the positive impact of implementing student-centered pedagogies. Robust evidence of effectiveness is captured from the literature on collaboration: interdisciplinary environment, teamwork, and group work (Theme 1). Furthermore, the findings reported in Theme 4, immersive technology, present a promising potential to incorporate technology with student-centered pedagogies. The study contributes to the discourse on design studio pedagogies and offers a platform to inform future teaching and learning strategies. It concludes with recommendations for researchers, studio instructors, and academic institutions to align emerging design studio pedagogies, their theoretical origins, and technology in agile organizational climates.
In hot, arid climates, educational buildings often face the challenge of limited outdoor space usage.
The purpose of this paper is to investigate the discourse on pedagogical effectiveness in architecture design studios to inform the future development of teaching and learning.
School outdoor spaces are important for students as they impact learning outcomes, physical and mental health, social interaction, and overall well-being. In hot, arid climates, the use of outdoor…