Pedagogical transformations in the age of flows: Mapping studio educators’ perspectives in contemporary architectural education

Abstract

Purpose This paper presents an in-depth evaluation of current pedagogical approaches and design studio practices in the “age of flows.” The study aimed to understand and assess the educators’ perspectives, considering the rapidly evolving professional landscape influenced by social, environmental, and technological factors. Design/methodology/approach The study employed a qualitative research design, using semi-structured interviews with purposefully selected studio educators. The content analyses were made with MAXQDA through conceptual coding to identify drivers, challenges, and incentives. The common themes, tendencies, and semantic relationships among studio actors were systematically reported and interpreted. Findings The findings emphasize the increasingly complex dynamics of contemporary architectural education and the shifting roles of studio actors. The responses illustrate substantial transformations within the design studio, including the rise of student initiative, the need for novel pedagogical strategies, the emergence of new skills and competencies, and evolving evaluation practices aligned with broader societal and professional changes. Originality/value This study offers a novel contribution by systematically mapping studio educators’ lived perspectives in the “age of flows,” revealing previously unarticulated drivers, challenges, and pedagogical transformations shaping contemporary architectural design studios. The value of this study lies in its evidence-based recommendations that help educators redesign studio practices to meet the emerging competencies required in the shifting landscape of architectural education.