Nurturing an architect through transformative pedagogy: design studio teaching experience

Abstract

Purpose

This study explores how transformative pedagogy enhances project-based learning in architectural education. It presents a studio case study implementing a process-based approach and a student-led design programme. It promotes creativity, critical thinking and autonomy while advocating for pedagogical adaptation towards dynamic, systemic learning experiences in architecture education.

Design/methodology/approach

This study employs a qualitative approach, drawing on a literature review and action research from the authors’ design studio experience. A quantitative component was included in the student feedback survey. The studio practice incorporates real-world market challenges in the Kosovar context into student-driven programmes, structuring the process through a problem-solving approach in a fourth-year design studio.

Findings

The results showed high student satisfaction with the process-based, student-centred approach, improving design initiatives, self-confidence and responsibility. Structured presentations and assessments support iterative improvements and reflection. However, workload management remains a challenge.

Research limitations/implications

This study’s context-specific nature suggests that future research could benefit from diverse educational settings to assess the generalisability of the proposed approach.

Practical implications

This research provides practical insights for educators to improve students’ autonomy and critical thinking through student-centred problem-solving approaches, enabling them to take greater responsibility for their design processes.

Social implications

Student-led programmes help with social responsibility and ethical awareness, aligning education more closely with the complexities of real-world situations.

Originality/value

This study positions transformative pedagogy as a way to tailor educational practices, proposing an additional trajectory shaped by integrating student-led design programmes that echo real-world challenges and emphasise student-centred learning through iterative processes and continuous reflection.

Citation

Xhambazi, A. and Aliu, V. (2024), "Nurturing an architect through transformative pedagogy: design studio teaching experience", Archnet-IJAR, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/ARCH-05-2024-0214