TRENDS IN DEVELOPING PROJECT-BASED THINKING IN ARCHITECTURAL EDUCATION
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| Format: | Recurso digital |
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Zenodo
2026
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| _version_ | 1866901918864900096 |
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| author | S.Kh. Mardov, L.A. Xalmamatova |
| author_facet | S.Kh. Mardov, L.A. Xalmamatova |
| contents | <p>Project-based learning and design studios have long been the cornerstone of architectural education. In recent years, global forces such as digital transformation, sustainability challenges, and social equity have driven schools of architecture to innovate their pedagogy. This article examines current trends in cultivating project-based thinking in architecture curricula worldwide. Using a comprehensive literature review (2018–2025) and analyses of global surveys (e.g. UIA 2025), we identify key developments: the integration of advanced technologies (VR/AR, parametric design, BIM) into studio learning; the shift toward collaborative, interdisciplinary “live” projects involving community engagement; adoption of design thinking methodologies to frame open-ended design problems; and the emergence of flexible or hybrid studio formats accelerated by the COVID-19 pandemic. While traditional studio pedagogy remains dominant, empirical findings suggest that project-based, constructivist approaches enhance students’ creative problem-solving, teamwork, and critical-thinking skills. We discuss implications for curriculum design and faculty development, arguing for curricula that expand live project experiences, foster civic and environmental responsibility, and leverage digital tools to prepare architects for 21st-century challenges.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18374102 |
| institution | Zenodo |
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| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | TRENDS IN DEVELOPING PROJECT-BASED THINKING IN ARCHITECTURAL EDUCATION S.Kh. Mardov, L.A. Xalmamatova <p>Project-based learning and design studios have long been the cornerstone of architectural education. In recent years, global forces such as digital transformation, sustainability challenges, and social equity have driven schools of architecture to innovate their pedagogy. This article examines current trends in cultivating project-based thinking in architecture curricula worldwide. Using a comprehensive literature review (2018–2025) and analyses of global surveys (e.g. UIA 2025), we identify key developments: the integration of advanced technologies (VR/AR, parametric design, BIM) into studio learning; the shift toward collaborative, interdisciplinary “live” projects involving community engagement; adoption of design thinking methodologies to frame open-ended design problems; and the emergence of flexible or hybrid studio formats accelerated by the COVID-19 pandemic. While traditional studio pedagogy remains dominant, empirical findings suggest that project-based, constructivist approaches enhance students’ creative problem-solving, teamwork, and critical-thinking skills. We discuss implications for curriculum design and faculty development, arguing for curricula that expand live project experiences, foster civic and environmental responsibility, and leverage digital tools to prepare architects for 21st-century challenges.</p> |
| title | TRENDS IN DEVELOPING PROJECT-BASED THINKING IN ARCHITECTURAL EDUCATION |
| url | https://doi.org/10.5281/zenodo.18374102 |