Exploration of the Tangible and Intangible Aspects Affecting Students’ Learning in the Architectural Studios: A Case Study of Lahore, Pakistan.

Abstract

With the continuous advancements in architecture, design education requires ongoing reforms to bridge the gap between academia and practice. In addition, artificial intelligence (AI) in architectural education transforms traditional teaching strategies by providing data-driven and immersive learning opportunities. This study intends to explore the teaching practices in Lahore's undergraduate architectural design studios and offers a framework for learning that incorporates the requirements of both learners and teachers. This study utilized a mixed-method approach to examine contemporary teaching practices and the challenges teachers and students encounter.

The findings suggest that current pedagogical approaches lack a comprehensive understanding of the needs of both, making it challenging to create an optimal setting for learning. As a result of these findings, this study proposes a learning framework that includes tangible and intangible factors influencing the learning experience, such as the physical environment, teaching methodology, and learning techniques, to ensure their foundations are strong. The study's findings contribute to the existing knowledge on architectural pedagogy and provide practical recommendations for improving the undergraduate design studio experience for both students and teachers.