Architectural education in the system of design-and-research practices in the digital era

Abstract

Architectural education continues to rely on the design studio as its primary mode of professional training; however, digitalization, interdisciplinary, and generative artificial intelligence are reshaping both the necessary competencies and the organization of studio work. This review identifies the methodological core of architectural training and systematizes the key directions for its renewal. A literature search was conducted using eLIBRARY.RU, CyberLeninka, Google Scholar, Crossref, DOAJ, and various academic publisher platforms for the period 2015–2025; additional foundational publications were included to trace the genesis of studio pedagogy. A total of 53 sources were analyzed. The selection criteria included peer-reviewed articles and monographs directly addressing design studios, critique, research-based design, design-build pedagogical practices, BIM, virtual reality, computational design, and artificial intelligence. The literature analysis identified six interconnected trends in the transformation of architectural education: the preservation of activity approach in design; the transition toward transparent critique and assessment formats; the integration of research and design-build practices; the development of information and computational literacy; the inclusion of AI with mandatory documentation of authorship; and the cultivation of social, communicative, and ethical responsibility. The article proposes an educational ecosystem in which digital tools are not isolated technical components but are integrated in problem framing, variant search, verification, coordination, and reflection. The model can inform curricula, studio tasks, and assessment criteria. Unresolved issues include the longterm educational effects of AI tools, comparability of learning outcomes across studios, and preservation of material and constructive culture with the increasing prevalence of virtual design.