In the heart of architectural education lies a dynamic, often overlooked world of personal growth and experiential learning. A recent study published in the *Journal of Asian Architecture and Building Engineering* (Asian Architecture and Building Engineering Journal) sheds light on this realm, offering a fresh perspective on how architectural design studios shape student experiences. Led by Edibe Begüm Özeren from Konya Technical University, the research employs a phenomenological approach to uncover the nuanced dynamics of studio-based learning.
Architectural design studios have long been a staple in architectural education, but their impact on students’ learning journeys has remained underexplored. Özeren’s study seeks to change that. “We wanted to understand the lived experiences of students in these studios,” Özeren explains. “How do they perceive their learning environment, and what role does it play in their personal and professional development?”
To answer these questions, Özeren and her team conducted focus group interviews with eight students from the Department of Architecture at a state university in Türkiye. Through phenomenological analysis, they identified five main themes that encapsulate the studio experience: Embodied Design Thinking, Personal and Emotional Learning Journeys, Adaptive and Collaborative Design Practices, Spatial and Relational Studio Dynamics, and Representational Mastery and Feedback Integration.
The findings reveal that architectural design studios employ a process-oriented educational approach, incorporating a variety of experiential learning methods. “Each studio carries a unique meaning and offers students distinct individual experiences,” Özeren notes. This understanding is crucial for educators and institutions aiming to enhance the effectiveness of studio-based learning.
The study’s implications extend beyond academia, with potential impacts on the commercial sector, particularly in the energy sector. As buildings become increasingly energy-efficient, the role of architects in designing sustainable structures is more critical than ever. The insights gained from this research could help shape future architectural education, producing professionals better equipped to tackle the challenges of sustainable design.
Moreover, the study emphasizes the relationship between personal experiences and theoretical approaches in architectural education. By understanding the boundaries of architectural design studios from a phenomenological perspective, educators can create more engaging and effective learning environments. This, in turn, could lead to a new generation of architects who are not only technically proficient but also deeply attuned to the personal and emotional aspects of design.
As the architectural field continues to evolve, so too must its educational practices. Özeren’s research serves as a comprehensive guide for actors in architectural design studios, offering a new perspective on understanding learning processes. By embracing the findings of this study, the architectural community can take a significant step forward in shaping the future of design education and, ultimately, the built environment.